Literaturnachweis - Detailanzeige
Autor/inn/en | Sahin, Nesrin; Gault, Rebecca; Tapp, Laura; Dixon, Juli K. |
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Titel | Pre-Service Teachers Making Sense of Fraction Division with Remainders |
Quelle | In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1306-3030 |
Schlagwörter | Preservice Teachers; Mathematics Instruction; Mathematical Concepts; Fractions; Division; Pictorial Stimuli; Video Technology; Student Attitudes; Units of Study; Teaching Methods; Discussion (Teaching Technique); Concept Formation; Undergraduate Students; Pedagogical Content Knowledge; Elementary School Teachers; Problem Solving; Small Group Instruction Mathematics lessons; Mathematikunterricht; Bruchrechnung; Fantasieanregung; Schülerverhalten; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen |
Abstract | This study reports an analysis of how pre-service teachers (n=34) made sense of fraction division with remainders using pictorial modeling strategies, and how small-group and whole-class discussion helped them develop conceptual understanding. One and a half class sessions were video recorded, and 12 interviews were conducted. Results indicate that pre-service teachers can develop a conceptual understanding of fraction division with remainders using modeling strategies, and their understanding emerges in three levels: a) level one: ignoring the remainder or labeling it incorrectly; b) level two: interpreting the remainder in the original unit but not relating it to the new unit; and c) level three: interpreting the remainder both in the original unit and the new unit flexibly. (As Provided). |
Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |