ERIC Number: EJ1264690
Record Type: Journal
Publication Date: 2019-Sep
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-9789
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Available Date: N/A
Using Coordinated Measurement with Future Teachers to Connect Multiplication, Division, and Proportional Relationships
Izsák, Andrew; Kulow, Torrey; Beckmann, Sybilla; Stevenson, Dean; Ölmez, Ibrahim Burak
Mathematics Teacher Educator, v8 n1 p49-75 Sep 2019
We report results from a mathematics content course intended to help future teachers form a coherent perspective on topics related to multiplication, including whole-number multiplication and division, fraction arithmetic, proportional relationships, and linear functions. We used one meaning of multiplication, based in measurement and expressed as an equation, to support future teachers' understanding of these topics. We also used 2 types of length-based math drawings--double number lines and strip diagrams--as media with which to represent relationships among quantities and solve problems. To illustrate the promise of this approach, we share data in which future secondary mathematics teachers generated and explained "without direct instruction" sound methods for dividing by fractions and solving proportional relationships. The results are noteworthy, because these and other topics related to multiplication pose perennial challenges for many teachers.
Descriptors: Mathematics Instruction, Multiplication, Division, Mathematical Concepts, Preservice Teacher Education, Knowledge Base for Teaching, Visual Aids, Problem Solving, Secondary School Mathematics, Mathematical Logic, Measurement Techniques, Numbers
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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