Prospective Elementary Teachers' Knowledge of Division

Martin A. Simon

274 citations0/0 files storedJournal for Research in Mathematics Education

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Mathematics Education and Teaching Techniques Mathematics Education and Pedagogy History and Theory of Mathematics

Abstract

Prospective teachers' knowledge of division was investigated through an open-response written instrument and through individual interviews. Problems were designed to focus on two aspects of understanding division: connectedness within and between procedural and conceptual knowledge and knowledge of units. Results indicated that the prospective teachers' conceptual knowledge was weak in a number of areas including the conceptual underpinnings of familiar algorithms, the relationship between partitive and quotitive division, the relationship between symbolic division and real-world problems, and identification of the units of quantities encountered in division computations. The research also characterized aspects of individual conceptual differences. The research results suggest conceptual areas of emphasis for the mathematical preparation of elementary teachers.

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1986Phenomenography-a research approach to investigating different understandings of reality 2013Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis 1984The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice 2002Radical Constructivism in Mathematics Education 1990Prospective Elementary and Secondary Teachers' Understanding of Division 1988Research on Teaching Mathematics: Making Subject Matter Knowledge Part of the Equation.2010The Constructivist Researcher as Teacher and Model Builder

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