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Greater Number of Larger Pieces: A Strategy to Promote Prospective Teachers' Fraction Number Sense Development
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Olanoff, Dana; Feldman, Ziv; Welder, Rachael M.; Tobias, Jennifer M.; Thanheiser, Eva; Hillen, Amy F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
Prospective teachers (PTs) need opportunities to develop fraction number sense, yet little research has explicated how this development occurs. Our research team collaboratively designed a task targeted at helping PTs develop fraction number sense through an exploration of fraction comparison strategies. This paper focuses on developing one…
Descriptors: Preservice Teachers, Fractions, Mathematical Concepts, Concept Formation
Teachers' Knowledge of Infinity, and Its Role in Classroom Practice
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Montes, Miguel; Carrillo, José; Ribeiro, C. Miguel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This paper considers infinity as an element of professional knowledge. We assume that teachers need a wider knowledge of the topic than that they possess as mathematics students. Using three models of professional knowledge, athematics Teacher's Specialised Knowledge (MTSK), Mathematical Knowledge for Teaching (MKT), and Knowledge Quartet (KQ), we…
Descriptors: Knowledge Base for Teaching, Mathematics Instruction, Pedagogical Content Knowledge, Numbers