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ERIC Number: ED489545
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: ERIC
The Impact of Developing Teacher Conceptual Knowledge on Students Knowledge of Division
Lamb, Janeen; Booker, George
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This study investigated children's knowledge of division and its relationship to their teacher's conceptual understanding of division following Professional Development. A paper and pencil test was administered to 47 year 7 students and 2 teachers over 2 phases. Following the testing, six students and the teacher from each phase were interviewed. Results from this study indicate that most Phase 1 students rely on following a procedure with limited understanding. Their teacher displayed some conceptual understanding, however she too demonstrated a bias for procedural knowledge. This contrasts with Phase 2 teacher and students who demonstrated conceptual knowledge both in the test and the interviews. (Contains 3 tables.) [For complete proceedings, see ED489538.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A