The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Prospective Elementary Teachers' Knowledge of Division
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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Cites
Phenomenography-a research approach to investigating different understandings of reality
Marton, F. (1986) · the Journal of Thought · Cited by 1,714
Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis
Hiebert, J. (2013) · doi:10.4324/9780203063538-6 · Cited by 1,015
Gonzalez Thompson, A. (1984) · Educational Studies in Mathematics · doi:10.1007/bf00305892 · Cited by 803
Radical Constructivism in Mathematics Education
von Glasersfeld, E. (2002) · Springer eBooks · doi:10.1007/0-306-47201-5 · Cited by 552
Prospective Elementary and Secondary Teachers' Understanding of Division
Ball, D. L. (1990) · Journal for Research in Mathematics Education · doi:10.2307/749140 · Cited by 543
The Role of Implicit Models in Solving Verbal Problems in Multiplication and Division
Fischbein, E., Deri, M., Nello, M. S., & Marino, M. S. (1985) · Journal for Research in Mathematics Education · doi:10.2307/748969 · Cited by 471
Research on Teaching Mathematics: Making Subject Matter Knowledge Part of the Equation.
Ball, D. L. (1988) · Cited by 384
The Constructivist Researcher as Teacher and Model Builder
Cobb, P., & Steffe, L. P. (2010) · A Journey in Mathematics Education Research · doi:10.1007/978-90-481-9729-3_3 · Cited by 334
Preservice Teachers' Misconceptions in Solving Verbal Problems in Multiplication and Division
Graeber, A. O., Tirosh, D., & Glover, R. O. (1989) · Journal for Research in Mathematics Education · doi:10.2307/749100 · Cited by 146
Using Conceptual and Procedural Knowledge: A Focus on Relationships
Silver, E. A. (2013) · doi:10.4324/9780203063538-12 · Cited by 122
Cited by
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100
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
Hill, H. C., & Ball, D. L. (2004) · Journal for Research in Mathematics Education · doi:10.2307/30034819 · Cited by 516
Teacher 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
Learning to pose mathematical problems: Exploring changes in preservice teachers' practices
Crespo, S. (2003) · Educational Studies in Mathematics · doi:10.1023/a:1024364304664 · Cited by 269
Metadata
- Authors
- Simon, M. A.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1993-05
- Volume
- 24
- Issue
- 3
- Pages
- 233
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2006318385
- Cited by
- 273
- References
- 11
- FWCI
- 18.07
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
