NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ847521
Record Type: Journal
Publication Date: 2009-Aug
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
Prospective Teachers' Reasoning and Response to a Student's Non-Traditional Strategy when Dividing Fractions
Son, Ji-Won; Crespo, Sandra
Journal of Mathematics Teacher Education, v12 n4 p235-261 Aug 2009
Recognizing meaning in students' mathematical ideas is challenging, especially when such ideas are different from standard mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary and secondary teachers to a student's non-traditional strategy for dividing fractions. Six categories of reasoning were constructed, making a distinction between deep and surface layers. The connections between the participants' reasoning, their teaching response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but also similarities between the prospective elementary and secondary teachers' reasoning and responses. We also found that those who unpacked the mathematical underpinning of the student's non-traditional strategy tended to use what we call "teacher-focused" responses, whereas those doing less analysis work tended to construct "student-focused" responses. These results and their implications are discussed in relation to the influential factors the participants themselves identified to explain their approach to the given teaching-scenario task.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A