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ERIC Number: EJ856057
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1098-6065
Developing Prospective Elementary Teachers' Flexibility in the Domain of Proportional Reasoning
Berk, Dawn; Taber, Susan B.; Gorowara, Christine Carrino; Poetzl, Christina
Mathematical Thinking and Learning: An International Journal, v11 n3 p113-135 2009
Flexibility in the use of mathematics procedures consists of the ability to employ multiple solution methods across a set of problems, solve the same problem using multiple methods, and choose strategically from among methods so as to reduce computational demands. The purpose of this study was to characterize prospective elementary teachers' (n = 148) flexibility in the domain of proportional reasoning before formal instruction and to test the effects of two versions of an intervention that engaged prospective teachers in comparing different solutions to proportion problems. Results indicate that (a) participants exhibited limited flexibility before formal instruction, (b) the intervention led to significant gains in participants' flexibility that were retained six months after instruction, and (c) varying the source of the problem solutions that participants compared had no discernible effects on their flexibility. Implications for mathematics teacher preparation and for research on flexibility development are provided. (Contains 2 footnotes, 5 tables, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A