Developing Preservice Teachers' Understanding of Area through a Units Intervention

Autor/in	Wickstrom, Megan H.
Titel	Developing Preservice Teachers' Understanding of Area through a Units Intervention
Quelle	In: Mathematics Teacher Educator, 10 (2022) 2, S.143-170 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Preservice Teachers; Elementary School Mathematics; Geometric Concepts; Intervention; Teacher Education; Mathematics Instruction; Problem Solving + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementare Geometrie; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Problemlösen
Abstract	Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K-Grade 12 to develop flexibility in students' mathematical understanding and to provide them with a visual interpretation of numerical ideas. This study describes an intervention aimed at bolstering PSTs' understanding of area and area units with respect to measurement and number and operations. Following the intervention, results indicate that PSTs had both an improved ability to solve area tiling tasks as well as increased flexibility in the strategies they implemented. The results indicate that PSTs, similar to elementary students, develop a conceptual understanding of area from the use of tangible tools and are able to leverage visualizations to make sense of multiplicative structure across different strategies. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01