Commentary on Chapters 8 to 10: Teachers' Knowledge and Flexibility--Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations

Autor/inn/en	Peled, Irit; Klemer, Anat
Titel	Commentary on Chapters 8 to 10: Teachers' Knowledge and Flexibility--Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations
Quelle	(2018), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Numbers; Teaching Methods; Addition; Subtraction; Preservice Teacher Education; Teacher Educators + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Subtraktion; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung
Abstract	The crucial role of teachers in introducing integers to children is highlighted in chapters 8-10, comprising this section. The three chapters discuss (prospective) teachers' conceptions of integer equations, of children's thinking about integer expressions, and of the role of some didactical models used in teaching integer addition and subtraction. These different aspects of teacher knowledge and conceptions draw an important picture of characteristics and issues that should be taken into account by teacher educators in preparing teachers for teaching integers. In the first part of our commentary we highlight the main contributions of each of the chapters, focusing on the central findings and on important issues brought up by each chapter. The second part offers a meta-perspective of some of the issues by discussing more general educational implications. In this part we also take the opportunity to express our own insights emerging and associated with the ideas presented in the three chapters. [For the complete volume, "Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking. Research in Mathematics Education," see ED612853.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01