NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ904511
Record Type: Journal
Publication Date: 2010-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0013-1954
Investigating Further Preservice Teachers' Conceptions of Multidigit Whole Numbers: Refining a Framework
Thanheiser, Eva
Educational Studies in Mathematics, v75 n3 p241-251 Dec 2010
This study was designed to investigate preservice elementary school teachers' (PSTs') responses to written standard place-value-operation tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and provided a four-category framework for PSTs' conceptions, two correct and two incorrect. Previous findings are replicated for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts (i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task). (Contains 3 tables, 4 figures and 7 footnotes.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A