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Autor/inn/en | Girit, Dilek; Akyuz, Didem |
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Titel | Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line |
Quelle | In: International Journal of Education in Mathematics, Science and Technology, 4 (2016) 2, S.84-100 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2147-611X |
Schlagwörter | Preservice Teachers; Middle School Teachers; Mathematics Teachers; Student Teacher Attitudes; Teacher Expectations of Students; Knowledge Level; Arithmetic; Number Concepts; Numeracy; Misconceptions; Middle School Students; Grade 5; Grade 6; Interviews; Mathematics Skills; Problem Solving; Case Studies; Qualitative Research; Comparative Analysis; Data Analysis; Foreign Countries; Turkey Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Wissensbasis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Rechenkompetenz; Missverständnis; Student; Students; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Case study; Fallstudie; Case Study; Qualitative Forschung; Auswertung; Ausland; Türkei |
Abstract | Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the pre-service teachers' anticipation of students' misconceptions and difficulties for the given task. To conduct our analysis, we conducted interviews with three 5th and three 6th grade students, and eight pre-service teachers. During the interviews we asked them to solve the question and explain their solution strategies. The findings of the study indicate that students and pre-service teachers approach this problem in different ways. However, both groups have a tendency to think of decimals successively and indicate precise answers rather than specifying a range of possible values. We also observed the pre-service teachers could only partially anticipate the misconceptions and difficulties faced by the students. (As Provided). |
Anmerkungen | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |