ERIC Number: ED471770
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Preservice Secondary Mathematics Teachers' Modeling Strategies To Solve Problematic Subtraction and Addition Word Problems Involving Ordinal Numbers and Their Interpretations of Solutions.
Contreras, Jose N.
In this study I examined 19 preservice secondary mathematics teachers' solution processes to word problems for which the subtraction or addition of the two given numbers yields 1 more or 1 less than the correct solution. Among the aspects of their solution processes that were examined are: the modeling strategies, the type of errors, and the interpretations of the solutions produced by the procedure. It was found that about 87% of the solution processes to such problems contained formal strategies while about 13% contained counting strategies. It was also found that about 61% of the responses contained errors of which 91% were - 1 errors. That is, errors due to the interpretation that the answer provided by the addition or subtraction of the two given numbers is the solution to the problem. It is argued that some incorrect interpretations were due, at least in part, to a lack of understanding of the connection between the enumeration process needed to obtain the solution to a problem and the answer provided by the addition or subtraction of the two given numbers. (Author)
Descriptors: Addition, Arithmetic, Educational Strategies, Knowledge Base for Teaching, Mathematical Models, Mathematics Education, Preservice Teachers, Secondary Education, Subtraction
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.