Mathematics -- Study and teaching, Student teachers -- Training of, Mathematics teachers -- In-service training -- Evaluation, Mathematical ability
This case study of a PST's understanding of regrouping with multidigit whole numbers in base-10 and non-base-10 contexts shows that although she seems to have all the knowledge elements necessary to give a conceptually based explanation of regrouping in the context of 3-digit numbers, she is unable to do so. This inability may be due to a lack of connections among various knowledge components (conceptual knowledge) or a lack of connections between knowledge components and context (strategic knowledge). Although she exhibited both conceptual and strategic knowledge of numbers while regrouping 2-digit numbers, her struggles in explaining regrouping 3-digit numbers in the context of the standard algorithms indicate that explaining regrouping with 3-digit is not a mere extension of doing so for 2-digit numbers. She also accepts an overgeneralization of the standard algorithms for subtraction to a time (mixed-base) context, indicating a lack of recognition of the connections between the base-10 contexts and the standard algorithms. Implications for instruction are discussed.
Published as: Eva Thanheiser (2012). Understanding multidigit whole numbers: The role of knowledge components, connections, and context in understanding regrouping 3+-digit numbers, The Journal of Mathematical Behavior, Volume 31, Issue 2, Pages 220-234.