Conceptions in Making Sense of Multiplication

Autor/inn/en	Chin, Kin Eng; Jiew, Fui Fong; Taliban, Elvent
Titel	Conceptions in Making Sense of Multiplication
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 12, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Instruction; Multiplication; Secondary School Teachers; Mathematical Concepts; Concept Formation; Word Problems (Mathematics); Mathematical Logic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Concept learning; Begriffsbildung; Textaufgabe; Mathematical logics; Mathematische Logik
Abstract	This paper aims to explore how three secondary school teachers make sense of multiplication based on their conceptions of multiplication. The framework of supportive and problematic conceptions in making sense of mathematics proposed by Chin (2013) is exemplified in this study. Initially, data were collected through a survey assessment that consists of a set of mathematical tasks. Then follow-up interviews were conducted with these participants. Three secondary school teachers (Jessica, Sarah and Claire -- pseudonyms) participated in this study. Findings revealed that the changes of meanings in multiplication have impacted the sense-making of Sarah and Claire. On the other hand, Jessica who sensed these mathematical changes could talk about multiplication sensibly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01