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ERIC Number: EJ1174069
Record Type: Journal
Publication Date: 2018
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0737-0008
Prospective Elementary Teachers Learning to Reason Flexibly with Sums and Differences: Number Sense Development Viewed through the Lens of Collective Activity
Whitacre, Ian
Cognition and Instruction, v36 n1 p56-82 2018
I present a viable learning trajectory for prospective elementary teachers' number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers' number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A