Drawing on a Computer Algorithm to Advance Future Teachers' Knowledge of Real Numbers: A Case Study of Task Design

Autor/in	Huo, Rongrong
Titel	Drawing on a Computer Algorithm to Advance Future Teachers' Knowledge of Real Numbers: A Case Study of Task Design
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 2, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Huo, Rongrong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Numbers; Computer Science Education; Knowledge Level; Algorithms; Teacher Education Programs; Correlation; Mathematics Teachers; Mathematics Instruction; High School Teachers; Undergraduate Students; Problem Solving; Teaching Methods; Course Descriptions; Case Studies; Task Analysis; Capstone Experiences; Foreign Countries; Pedagogical Content Knowledge; Denmark + Suchen Sie Ihr Suchwort? Zahlenraum; Computer science lessons; Informatikunterricht; Wissensbasis; Algorithm; Algorithmus; Korrelation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; High school; High schools; Oberschule; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Case study; Fallstudie; Case Study; Aufgabenanalyse; Ausland; Pädagogische Kompetenz; Dänemark
Abstract	In our investigation of university students' knowledge about real numbers in relation to computer algebra systems (CAS) and how it could be developed in view of their future activity as teachers, we used a computer algorithm as a case to explore the relationship between CAS and the knowledge of real numbers as decimal representations. Our work was carried out in the context of a course for university students who aim to become mathematics teachers in high schools. The main data consists of students' written responses to an assignment of the course and interviews to clarify students' perspectives in relation to the responses. The analysis of students' work is based on the anthropological theory of the didactic (ATD). Our results indicate that simple CAS-routines have a potential to help university students (future teachers) to apply their university knowledge on certain problems related to the decimal representation of real number which are typically encountered but not well explained in high school. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01