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ERIC Number: EJ918508
Record Type: Journal
Publication Date: 2011-Apr
Pages: 20
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1386-4416
Artefacts and Utilization Schemes in Mathematics Teacher Education: Place Value in Early Childhood Education
Bartolini Bussi, Maria G.
Journal of Mathematics Teacher Education, v14 n2 p93-112 Apr 2011
In this article, I discuss a case of pre-primary and primary school teacher education concerning place value in number representation. In primary school (in Italy, in grades 1 and 2), the topic is usually introduced by means of manipulatives (for instance, abaci and base ten blocks). But it is well known that no artefact is transparent for mathematical meaning, unless the social practices of the mathematics classroom, initiated by the teacher, are effective. The aim of this study is to report on tasks given in a four-session (16 h) workshop for 27 prospective pre-primary and primary school teachers, where the use of artefacts in learning place value in base ten was tackled, within a suitable theoretical framework. Different sessions of the workshop are analysed, focusing on tasks related to different components of mathematics knowledge for teaching. Effectiveness for professional growth is reported, quoting documents written by students and by external evaluators. In a final paragraph, the implication for pre-primary school teacher education is addressed.
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: Grade 1; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy