Published In

The Mathematics Enthusiast

Document Type

Article

Publication Date

8-2014

Subjects

Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of

Abstract

This report represents part of a recent effort to summarize the state of knowledge of prospective elementary teachers' (PTs') mathematics content knowledge and the development thereof. Extensive reviews of the research literature were conducted by a recent PME-NA Working Group across various content areas. This report focuses on whole number and operations. Research in this area is scarce. What we do know from the literature is that PTs' knowledge of whole number and operations is insufficient and in need of improvement. PTs reason about whole numbers and operations in ways that are tied to the standard algorithms. At the same time, they are hard-pressed to explain why these algorithms work. PTs tend to overgeneralize about operations and to overlook important distinctions. Some of the research reviewed helps us to understand the nuances of PTs' conceptions and can help to inform instruction. Further research is needed to (a) better understand PTs' conceptions when they enter our programs, and (b) better understand how PTs' conceptions develop.

Description

Copyright 2014 The Authors & Department of Mathematical Sciences, University of Montana.

The Mathematics Enthusiast is an Open Access publication, reproduced here with author permission.

Persistent Identifier

http://archives.pdx.edu/ds/psu/12089

Download

Share

COinS