Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts

Autor/inn/en	Lee, Hyung Sook; Sztajn, Paola
Titel	Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts
Quelle	In: School Science and Mathematics, 108 (2008) 1, S.20 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Methods Courses; Preservice Teacher Education; Numbers; Concept Formation; Comprehension; Preservice Teachers; Elementary School Teachers; Mathematical Concepts; Elementary School Mathematics; Mathematics Instruction + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Zahlenraum; Concept learning; Begriffsbildung; Verstehen; Verständnis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht
Abstract	This theoretical paper proposes a way to extend the partitive and measurement interpretations of whole number division to fractional contexts focusing on the issue of units. We define the unit-changing and unit-keeping interpretations for division and suggest a stronger and earlier focus on the concept of units in courses for prospective elementary teachers. As we highlight the importance of the concept of unit, we use the proposed interpretations in the analysis of one example that emerged in our methods course, discuss the idea of inverting and multiplying, and suggest implications for teacher education. (Contains 6 figures and 4 notes.) (Author).
Anmerkungen	School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10