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  • 1
    Digitale Medien
    Digitale Medien
    Perceptions of Reform-Based Teaching and Learning in a College Mathematics Class (2000)
    Springer
    Journal of mathematics teacher education 3 (2000), S. 225-250 
    Details
    ISSN: 1573-1820
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Mathematik
    Notizen: Abstract This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1009913423074
    Standort Signatur Erwartet Verfügbarkeit
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  • 2
    Digitale Medien
    Digitale Medien
    Preservice elementary teachers' explicit beliefs about multiplication and division (1989)
    Springer
    Educational studies in mathematics 20 (1989), S. 79-96 
    Details
    ISSN: 1573-0816
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Mathematik
    Notizen: Abstract This study, conducted in the United States, was designed to assess the extent to which the beliefs, “multiplication always makes bigger” and “division always makes smaller,” are explicitly held by preservice elementary teachers. Paper and pencil instruments were administered to 136 preservice elementary teachers in a large university in the southeastern United States. Responses on the instruments and in interviews provide insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF00356042
    Standort Signatur Erwartet Verfügbarkeit
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    Artikel (Nationallizenzen)
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  • 3
    Digitale Medien
    Digitale Medien
    Insights fourth and fifth graders bring to multiplication and division with decimals (1990)
    Springer
    Educational studies in mathematics 21 (1990), S. 565-588 
    Details
    ISSN: 1573-0816
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Mathematik
    Notizen: Abstract This study was designed to gain information about the understandings children in Israel and the United States have about multiplication and division of whole numbers that may be useful in building accurate understandings of these operations with decimals and the extent to which they hold conceptions about these operations that may interfere with their work with decimals. Data from interviews of the fourth and fifth graders indicate that students of this age already hold misconceptions such as “multiplication always makes bigger.” However they also hold conceptions that are prerequisite to understanding the area model of multiplication and the measurement model of division. These early conceptions might be used to build understanding of multiplication and division by decimals. Implications for the content and sequencing of instructional activities are presented.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF00315945
    Standort Signatur Erwartet Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Artikel (Nationallizenzen)
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