Literaturnachweis - Detailanzeige
| Autor/in | Husband, Marc |
|---|---|
| Titel | Prospective Teachers Working to Connect Their Own Understanding of Subtraction |
| Quelle | In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 4, S.840-855 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Husband, Marc) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1492-6156 |
| DOI | 10.1007/s42330-021-00179-x |
| Schlagwörter | Preservice Teachers; Knowledge Level; Subtraction; Elementary School Teachers; Learning Processes |
| Abstract | Expecting teachers to support their students in making mathematical connections is an unreasonable request when teachers themselves have not had opportunities to connect their own understandings. This study investigates how prospective elementary teachers can deepen their mathematical understanding using recommendations developed by mathematics education researchers for students to work with and on prior knowledge, especially when it presents problems for learning. This case study investigated 15 participants as they worked on elementary school mathematics tasks during a 10-day professional development course. The video data and prospective teachers' journals were analyzed using Pirie-Kieren's (1994) theory for the Dynamical Growth of Mathematical Understanding. Tracing two participants' learning pathways revealed a connection-making process that deepened their understanding of elementary mathematics. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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