Prospective Elementary Teachers Develop Improved Number Sense in Reasoning about Fraction Magnitude [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/inn/en	Whitacre, Ian; Nickerson, Susan D.
Titel	Prospective Elementary Teachers Develop Improved Number Sense in Reasoning about Fraction Magnitude [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Elementary School Teachers; Mathematical Logic; Fractions; Mathematical Concepts; Concept Formation; Pretests Posttests; Mathematics Skills; Teaching Methods; Computation; Cognitive Processes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Bruchrechnung; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess
Abstract	We report on results of a classroom teaching experiment in a mathematics content course for prospective elementary teachers. A local instruction theory for the development of number sense, which was previously applied to whole-number mental computation, was extended to inform instruction concerning reasoning about fraction magnitude. We found that students' reasoning in fraction comparison tasks improved in several ways. Their performance improved, they became more flexible in their reasoning, and they came to use less conventional and more sophisticated strategies. These changes parallel those that we previously saw around mental computation. [For the complete proceedings, see ED585874.] (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