Teachers' Construction of Meanings of Signed Quantities and Integer Operation

Autor/inn/en	Kumar, Ruchi S.; Subramaniam, K.; Naik, Shweta Shripad
Titel	Teachers' Construction of Meanings of Signed Quantities and Integer Operation
Quelle	In: Journal of Mathematics Teacher Education, 20 (2017) 6, S.557-590 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-015-9340-9
Schlagwörter	Mathematics Instruction; Numbers; Arithmetic; Middle School Students; Pedagogical Content Knowledge; Addition; Subtraction; Preservice Teachers; Inservice Teacher Education; Middle School Teachers; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pädagogische Kompetenz; Subtraktion; Lehrerfortbildung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Understanding signed quantities and its arithmetic is one of the challenging topics of middle school mathematics. The "specialized content knowledge" (SCK) for teaching integers includes understanding of a variety of representations that may be used while teaching. In this study, we argue that meanings of integers and integer operations form the foundation for the construction of SCK about representations used to teach integers. We report that teachers' concerns about teaching the topic of integers implicate issues of meaning, although this may not always be explicitly acknowledged by teachers. We develop a framework of integer meanings synthesizing previous research, and describe how the framework allowed teachers to investigate a wide range of representations including contexts and thereby construct SCK in a professional development setting. Teachers constructed SCK by connecting various meanings of integers with one another and with representations including contexts. Teachers made two important shifts, from exclusively using the state meaning of integers to including the application of change meaning to representations and from exclusive use of formal models to including contexts to teach integer addition and subtraction. An implication of the study is that frameworks of meaning for key mathematical topics could be an important component of pre- and in-service teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01