Learning Algebra through Motion: An Examination of Pre-Service Teachers' Misconceptions When Using Motion Detectors for the First Time

Autor/inn/en	Kurz, Terri L.; Yanik, H. Bahadir
Titel	Learning Algebra through Motion: An Examination of Pre-Service Teachers' Misconceptions When Using Motion Detectors for the First Time
Quelle	In: Investigations in Mathematics Learning, 11 (2019) 1, S.44-55 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2017.1375360
Schlagwörter	Elementary School Teachers; Preservice Teachers; Algebra; Mathematics Instruction; Thinking Skills; Calculators; Mathematical Concepts; Student Attitudes; Teaching Methods; Graphs; Knowledge Base for Teaching; Pedagogical Content Knowledge; Misconceptions; Motion; Assignments; Technology + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Calculator; Rechner; Rechenmaschine; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Grafische Darstellung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Missverständnis; Bewegungsablauf; Assignment; Auftrag; Zuweisung; Technologie
Abstract	Elementary pre-service teachers in an upper-division algebra mathematics content course explored graphing through the use of Calculator-Based Rangers™ (CBRs). This study explores how they used the "Distance Match" feature of the technology to engage in algebraic thinking. Operating CBR technology, pre-service teachers' perceptions regarding how position/time graphs represent algebraic concepts was explored with an emphasis on physical movement. Using an inductive approach for qualitative data, the pre-service teachers' reflections regarding the use of CBRs were analyzed. Specifically, patterns and structures were discovered through coding of the pre-service teachers' raw descriptions of their movements. Using the data sources (a reflection and assignment), the results showed increased understanding and beneficial affordances with the use of CBRs. However, the pre-service teachers failed to connect the graphs thoroughly to numeric representations and described slope only superficially. For example, movement was not contextualized using numbers but rather using verbal descriptions. Implications are provided for the integration of CBRs as tools for enhancing pre-service teachers' knowledge for teaching mathematics with technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01