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ERIC Number: ED322134
Record Type: RIE
Publication Date: 1990-Mar
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Thinking about Teaching Subtraction with Regrouping: A Comparison of Beginning and Experienced Teachers' Responses to Textbooks. Research Report 89-5.
Schram, Pamela; And Others
This paper reports a comparative analysis of beginning and experienced teachers' thinking about teaching subtraction with regrouping commonly called "borrowing"), and the role that textbooks play in their deliberations. Twelve beginning and nine experienced teachers appraised and compared two contrasing textbook selections dealing with this topic and described how they would teach it with or without either of the textbooks. The analysis revealed both differences and similarities between the experienced and beginning teachers. Not surprisingly, experienced teachers had more elaborated lenses for looking at the textbooks and thinking about how to teach the topic. While both experienced and beginning teachers seemed to assume that manipulative materials were inherently worthwhile, neither beginning nor experienced teachers discriminated among particular concrete materials and all seemed to think that seeing or touching such materials automatically produced understanding. Nor did the two groups differ significantly in their understandings of multidigit subtraction. This finding challenges the common belief that teachers learn about their subjects by teaching them. Rather, subject-specific knowledge of children's learning seems a more likely outcome of teaching experience. An important role for textbooks appears to lie in developing teachers' understandings of the appropriate use of concrete materials. (Author/JD)
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($4.75).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.