Pre-Service Teachers' Conceptions of the Magnitude of Large Numbers

Autor/inn/en	Brass, Amber; Harkness, Shelly Sheats
Titel	Pre-Service Teachers' Conceptions of the Magnitude of Large Numbers
Quelle	In: Investigations in Mathematics Learning, 9 (2017) 2, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2016.1245033
Schlagwörter	Preservice Teachers; Student Attitudes; Mathematics Achievement; Teacher Education Programs; Course Content; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Mathematics Instruction; Numbers + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Zahlenraum
Abstract	This investigation examined the thinking of 128 pre-service teachers about the magnitude of large numbers and the relationships between large numbers. These pre-service teachers responded to a written task asking them to place one billion on a number line that included zero and one trillion and to provide an explanation for their placement. One billion was placed proportionately to zero and one trillion on the number line in only 20% of responses. The data revealed nine distinct strategies that emerged and different conceptions the pre-service teachers used for making the placements. The authors discuss possible reasons for the different conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01