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Direct linkMorano, Stephanie; Riccomini, Paul J. – Teacher Education and Special Education, 2020
To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The…
Descriptors: Preservice Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Fractions
Peer reviewedKopp, Katherine H.; Stowitschek, Joseph J. – Teacher Education and Special Education, 1982
Teacher planning procedures employing percentage-based measurement summaries and subsequent implementation of the results of planning with and without error analysis resulted in moderate increases in correct mathematics computation of learning disabled 10-13 year olds. No significant differences were found for presence or absence of error…
Descriptors: Arithmetic, Computation, Curriculum Development, Elementary Education
Peer reviewedJones, Eric D.; Krouse, James P. – Teacher Education and Special Education, 1988
Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…
Descriptors: Arithmetic, Diagnostic Teaching, Elementary Education, Higher Education
