Leveraging Variation of Historical Number Systems to Build Understanding of the Base-Ten Place-Value System

Autor/inn/en	Thanheiser, Eva; Melhuish, Kathleen
Titel	Leveraging Variation of Historical Number Systems to Build Understanding of the Base-Ten Place-Value System
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thanheiser, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0984-7
Schlagwörter	Preservice Teachers; Elementary School Teachers; Number Concepts; Number Systems; Concept Formation; Learning Theories; Student Motivation; Mathematics Instruction + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Number concept; Zahlbegriff; Number system; Zahlensystem; Concept learning; Begriffsbildung; Learning theory; Lerntheorie; Schulische Motivation; Mathematics lessons; Mathematikunterricht
Abstract	Prospective elementary school teachers (PTs) come to their mathematics courses fluent in using procedures for adding and subtracting multidigit whole numbers, but many are unaware of the essential features inherent in understanding the base-ten place-value system (i.e., grouping, place value, base). Understanding these features is crucial to understanding and teaching number and place value. The research aims of this paper are (1) to present a local instructional theory (LIT), designed to familiarize PTs with these features through comparison with historical number systems and (2) to present the effects of using the LIT in the PT classroom. A theory of learning (variation theory) is paired with a framework related to motivation (intellectual need) to illustrate the mutually supporting roles they may play in mathematical learning and task design. The LIT, a supporting task sequence, and the rationale for task design are shared. This theoretical contribution is then paired with evidence of PTs' changing growth in their conceptions of whole number before and after courses leveraging this task sequence. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01