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Peer reviewed Peer reviewed
ERIC Number: EJ409321
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Evoking Cognitive Conflict to Explore Preservice Teachers' Thinking about Division.
Tirosh, Dina; Graeber, Anna O.
Journal for Research in Mathematics Education, v21 n2 p98-108 Mar 1990
Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions. (Author/YP)
Descriptors: Arithmetic, College Mathematics, Computation, Division, Fractions, Higher Education, Interviews, Mathematical Concepts, Mathematics Instruction, Mathematics Teachers, Misconceptions, Numbers, Preservice Teacher Education, Teacher Characteristics
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A