Literaturnachweis - Detailanzeige
| Autor/inn/en | Boyce, Steven; Moss, Diana |
|---|---|
| Titel | The Role of Representation in Supporting Prospective Teachers' Understandings of Fractions as Measures |
| Quelle | In: International Journal for Mathematics Teaching and Learning, 23 (2022) 1, S.64-93 (30 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1473-0111 |
| Schlagwörter | Preservice Teachers; Elementary School Teachers; Middle School Teachers; Fractions; Mathematical Concepts; Concept Formation; Methods Courses; Measurement |
| Abstract | We discuss the evolution of an instructional unit for supporting prospective elementary and middle grades' teachers' conceptions of fractions as measures. We first studied prospective teachers' conceptions of fractions using a task-based written assessment with discrete, linear, and circle representations. We designed an instructional unit that involved systematically introducing and connecting non-standard circles representations to other representations of fractions. We describe the assessments, learning outcomes of the instructional unit, limitations, and future directions. (As Provided). |
| Anmerkungen | Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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