The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Enhancing Prospective Teachers' Knowledge of Children's Conceptions: The Case of Division of Fractions
Abstract
In this article I present and discuss an attempt to promote development of prospective elementary teachers' own subject-matter knowledge of division of fractions as well as their awareness of the nature and the likely sources of related common misconceptions held by children. My data indicate that before the mathematics methods course described here most participants knew how to divide fractions but could not explain the procedure. The prospective teachers were unaware of major sources of students' incorrect responses in this domain. One conclusion is that teacher education programs should attempt to familiarize prospective teachers with common, sometimes erroneous, cognitive processes used by students in dividing fractions and the effects of use of such processes.
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Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Cited by
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.39.4.0372 · Cited by 1,679
Stephens, A. C. (2006) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-006-9000-1 · Cited by 81
Generating procedural and conceptual knowledge of fractions by pre-service teachers
Chinnappan, M., & Forrester, T. (2014) · Mathematics Education Research Journal · doi:10.1007/s13394-014-0131-x · Cited by 58
Metadata
- Authors
- Tirosh, D.
- Venue
- Journal for Research in Mathematics Education
- Published
- 2000-01
- Volume
- 31
- Issue
- 1
- Pages
- 5
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2013736399
- Cited by
- 391
- References
- 2
- FWCI
- 21.49
- Type
- journal article
- Language
- en
- Open access
- closed
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