ERIC Number: EJ1264488
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1947-7503
EISSN: N/A
Available Date: N/A
Prospective Teachers' Attention to Realism and Consistency with Negative Integers, Addition, and Temperature
Wessman-Enzinger, Nicole M.; Tobias, Jennifer; Olanoff, Dana
Investigations in Mathematics Learning, v12 n3 p226-241 2020
Writing and evaluating contextual problems is an important task in the work of teaching, and thus is part of the knowledge that prospective teachers must develop. In dealing with word problems posed both by children and themselves, prospective teachers will need to attend to the realism of the context and the consistency between the operation and context with integer operations. This study describes an examination of the ways in which 100 prospective teachers responded to a child's temperature story for an integer addition number sentence (i.e., -9 + -6= [open square]). The child's story, which was an actual story posed by a Grade 5 student, did not use temperature realistically (realism), nor was it consistent with the given number sentence (consistency). The results indicated that when prospective teachers evaluated the child's story, they tended to either focus on realism or consistency, but not both. If prospective teachers did not focus their response on realism or consistency, the response was much more likely to be unrealistic or inconsistent itself. Implications point to the importance of addressing both realism and consistency issues when examining integer word problems with prospective teachers.
Descriptors: Preservice Teachers, Mathematics Instruction, Addition, Word Problems (Mathematics), Numbers, Grade 5, Elementary School Mathematics, Realism, Reliability, Number Concepts, Climate, Knowledge Base for Teaching, Elementary School Teachers, Middle School Teachers, Subtraction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A