Literaturnachweis - Detailanzeige
| Autor/in | Son, Ji-Won |
|---|---|
| Titel | Moving beyond a Traditional Algorithm in Whole Number Subtraction: Preservice Teachers' Responses to a Student's Invented Strategy |
| Quelle | In: Educational Studies in Mathematics, 93 (2016) 1, S.105-129 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-016-9693-8 |
| Schlagwörter | Subtraction; Mathematics; Numbers; Preservice Teachers; Preservice Teacher Education; Teacher Response; Mathematics Skills; Mathematics Instruction; Teacher Education Programs |
| Abstract | Although students' invented strategies typically prove to be meaningful and effective in improving the students' mathematical understanding, much remains unexplored in the current literature. This study examined, through a teaching-scenario task, the nature of 80 preservice teachers' reasoning and responses to students' informal and formal strategies for whole number subtraction. This study also examined challenges reported by preservice teachers attempting to connect students' informal strategies to a traditional method. The broader implications of this study for the international community are discussed, and recommendations for teacher education programs are presented in accordance with the findings of the study. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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