Literaturnachweis - Detailanzeige
Autor/inn/en | Tirosh, Dina; Graeber, Anna O. |
---|---|
Titel | Evoking Cognitive Conflict to Explore Preservice Teachers' Thinking about Division. |
Quelle | In: Journal for Research in Mathematics Education, 21 (1990) 2, S.98-108Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Arithmetic; College Mathematics; Computation; Division; Fractions; Higher Education; Interviews; Mathematical Concepts; Mathematics Instruction; Mathematics Teachers; Misconceptions; Numbers; Preservice Teacher Education; Teacher Characteristics Addition; Arithmetik; Arithmetikunterricht; Rechnen; Bruchrechnung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Missverständnis; Zahlenraum; Lehramtsstudiengang; Lehrerausbildung |
Abstract | Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions. (Author/YP) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |