The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Prospective Elementary and Secondary Teachers' Understanding of Division
Abstract
This article reports an analysis of 19 prospective elementary and secondary teachers' understanding of division. Interview questions probed the prospective teachers' understanding of division in three contexts. Although many of the teacher candidates could produce correct answers, several could not, and few were able to give mathematical explanations for the underlying principles and meanings. The prospective teachers' knowledge was generally fragmented, and each case of division was held as a separate bit of knowledge.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Gonzalez Thompson, A. (1984) · Educational Studies in Mathematics · doi:10.1007/bf00305892 · Cited by 803
Expertise in mathematics instruction: Subject matter knowledge.
Leinhardt, G., & Smith, D. A. (1985) · Journal of Educational Psychology · doi:10.1037//0022-0663.77.3.247 · Cited by 490
Teacher's Pedagogical Content Beliefs in Mathematics
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989) · Cognition and Instruction · doi:10.1207/s1532690xci0601_1 · Cited by 458
Research on Teaching Mathematics: Making Subject Matter Knowledge Part of the Equation.
Ball, D. L. (1988) · Cited by 384
Self-citationIntermediate teachers’ knowledge of rational number concepts
Post, T. R., Harel, G., Behr, M. J., & Lesh, R. (1988) · Cited by 151
Problem‐solving or knowledge‐centred: the influence of philosophy on mathematics teaching
Lerman, S. (1983) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739830140109 · Cited by 93
Cited by
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996
Self-citationTeacher Preparation Research: An Insider’s View from the Outside
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002) · Journal of Teacher Education · doi:10.1177/0022487102053003002 · Cited by 411
The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices
Wilkins, J. L. M. (2008) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-007-9068-2 · Cited by 393
The Development of Professional Developers: Learning to Assist Teachers in New Settings in New Ways
Stein, M. K., Smith, M. S., & Silver, E. (1999) · Harvard Educational Review · doi:10.17763/haer.69.3.h2267130727v6878 · Cited by 388
Becoming A Mathematics Teacher
Brown, C. A., & Borko, H. (2006) · Handbook of Research on Mathematics Teaching and Learning · doi:10.1108/978-1-60752-874-620251014 · Cited by 282
Metadata
- Authors
- Ball, D. L.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1990-03
- Volume
- 21
- Issue
- 2
- Pages
- 132
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2008606319
- Cited by
- 543
- References
- 7
- FWCI
- 20.26
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
