Half the Base or Half the Height?: Exploring a Student's Justification of ½ × Base × Height

Autor/inn/en	Runnalls, Cristina; Hong, Dae S.
Titel	Half the Base or Half the Height?: Exploring a Student's Justification of ½ × Base × Height
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 4, S.604-613 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Runnalls, Cristina) ORCID (Hong, Dae S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1576928
Schlagwörter	Preservice Teachers; Geometric Concepts; Pedagogical Content Knowledge; Measurement; Preservice Teacher Education; Mathematics Instruction; Instructional Effectiveness; Elementary School Mathematics; Mathematical Logic; Teaching Methods; Student Centered Learning; Questioning Techniques + Suchen Sie Ihr Suchwort? Elementare Geometrie; Pädagogische Kompetenz; Messverfahren; Lehramtsstudiengang; Lehrerausbildung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Elementare Mathematik; Schulmathematik; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Befragungstechnik; Fragetechnik
Abstract	The purpose of this work was to explore how elementary pre-service teachers responded to a novel strategy for justifying the triangle area formula. We conducted interviews with 24 pre-service teachers, asking them to evaluate and respond to a hypothetical student strategy for the triangle area. Findings highlighted several interesting struggles our pre-service teacher experienced when assessing the mathematical content of the strategy, as well as differences in pedagogical responses depending on content knowledge. In many cases, pre-service teachers leveraged their understanding towards productive responses, while also grappling with a generalization of the strategy to other contexts. Recommendations for supporting pre-service teachers in navigating the intersection between content and pedagogical knowledge are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01