Teachers' Attention to and Flexibility with Referent Units

Autor/inn/en	Copur-Gencturk, Yasemin; Ölmez, Ibrahim Burak
Titel	Teachers' Attention to and Flexibility with Referent Units
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 6, S.1123-1139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Copur-Gencturk, Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10186-x
Schlagwörter	Mathematics Teachers; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Elementary School Mathematics; Middle School Mathematics; Fractions; Multiplication; Knowledge Level; Teaching Methods; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Elementare Mathematik; Schulmathematik; Bruchrechnung; Multiplikation; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	Attending to the whole unit that a number refers to in a mathematical problem situation and showing flexibility in coordinating different units are foundational for mathematical understanding. In this study, we explored teachers' attention to and flexibility with referent units in situations involving fractions and fraction multiplication. Using data collected across the USA from 246 mathematics teachers in Grades 3-7 where fractions are taught, we found that teachers' attention to and flexibility with referent units were related to each other as well as to teachers' overall knowledge of fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01