Prospective Elementary Teachers Making Sense of Multidigit Multiplication: Leveraging Resources

Autor/inn/en	Whitacre, Ian; Nickerson, Susan D.
Titel	Prospective Elementary Teachers Making Sense of Multidigit Multiplication: Leveraging Resources
Quelle	In: Journal for Research in Mathematics Education, 47 (2016) 3, S.270-307 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Preservice Teachers; Multiplication; Elementary School Teachers; Elementary School Mathematics; Mathematics Instruction; Pedagogical Content Knowledge; Computation; Teacher Education; Numbers; College Mathematics; Undergraduate Students; Higher Education; Problem Solving; Mathematical Logic; Thinking Skills; Mathematics Skills; Mathematics Activities; Mathematics Teachers + Suchen Sie Ihr Suchwort? Multiplikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Zahlenraum; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problemlösen; Mathematical logics; Mathematische Logik; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Mathematik
Abstract	This study examines how collective activity related to multiplication evolved over several class sessions in an elementary mathematics content course that was designed to foster prospective elementary teachers' number-sense development. We document how the class drew on as-if-shared ideas to make sense of multidigit multiplication in terms of partial products and to reason flexibly about products. We document how the class overcame the challenge of accounting for partial products in multidigit multiplication, including particular activities and ways of reasoning that facilitated progress. The results provide insights into how prospective elementary teachers' understanding of multidigit multiplication can develop during a content course and how a sequence of instructional activities and practices can productively leverage the resources that they bring in support of that development. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01