A Research Synthesis of Preservice Teachers' Knowledge of Multiplying and Dividing Fractions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Tobias, Jennifer M.; Olanoff, Dana; Lo, Jane-Jane
Titel	A Research Synthesis of Preservice Teachers' Knowledge of Multiplying and Dividing Fractions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Characteristics; Mathematics Instruction; Preservice Teachers; Preservice Teacher Education; Teacher Education Programs; Fractions; Multiplication; Arithmetic; Elementary School Teachers; Elementary School Mathematics; Numbers; Mathematics Teachers; Pedagogical Content Knowledge; Mathematical Concepts; Mathematical Logic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Bruchrechnung; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Zahlenraum; Mathematics; Mathematik; Pädagogische Kompetenz; Mathematical logics; Mathematische Logik
Abstract	This paper describes a synthesis conducted to determine what research says regarding preservice teachers' understanding of fractions and identify the gaps in their existing knowledge basis. Specifically, this paper will address a smaller portion of the synthesis and report the findings from fraction multiplication and division topics. Results indicated that preservice teachers' understanding of fraction multiplication and division is limited and largely based on rote procedures. Implications for teacher education programs and future research studies are provided. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01