An Investigation of PreK-8 Preservice Teachers' Construction of Fraction Schemes and Operations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Busi, Rich; Lovin, LouAnn; Norton, Anderson; Siegfried, John; Stevens, Alexis; Wilkins, Jesse L. M.
Titel	An Investigation of PreK-8 Preservice Teachers' Construction of Fraction Schemes and Operations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Elementary School Teachers; Middle School Teachers; Preservice Teachers; Mathematical Concepts; Concept Formation; Knowledge Base for Teaching; Mathematics Tests; Scoring Rubrics; Coding; Statistical Analysis + Suchen Sie Ihr Suchwort? Bruchrechnung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Concept learning; Begriffsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Scoring formulas; Auswertungsbogen; Codierung; Programmierung; Statistische Analyse
Abstract	Supporting students to build robust fraction schemes and operations is an enduring challenge in mathematics education. Recent research has explored a developmental trajectory of fractions schemes and operations constructed by upper-elementary and middle school students in an effort to support student learning. This study broadened the existing research by investigating PreK-8 preservice teachers' construction of fractions schemes and operations. This paper specifically explores data from PreK-8 preservice teachers regarding one scheme (Iterative Fraction Scheme) and way of operating (Three Level Units Coordination). Results focus on 13 special cases that disagreed with current conceptions of the developmental trajectory. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01