The Impact of Preservice Teachers' Content Knowledge on Their Evaluation of Students' Strategies for Solving Arithmetic and Algebra Word Problems.

Van Dooren, Wim; Verschaffel, Lieven; Onghena, Patrick

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Peer reviewed

ERIC Number: EJ667027

Record Type: Journal

Publication Date: 2002

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ISSN: ISSN-0021-8251

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The Impact of Preservice Teachers' Content Knowledge on Their Evaluation of Students' Strategies for Solving Arithmetic and Algebra Word Problems.

Van Dooren, Wim; Verschaffel, Lieven; Onghena, Patrick

Journal for Research in Mathematics Education, v33 n5 p319-51 Nov 2002

Investigates the arithmetical and algebraic problem-solving strategies and skills of preservice primary and secondary school teachers in Flanders, Belgium. Compares aspects of preservice teachers' own problem-solving behavior with the way in which they evaluated students' arithmetical and algebraic solutions to problems. Discusses teachers' use of algebra and arithmetical methods. (Author/KHR)

Descriptors: Algebra, Arithmetic, Elementary Secondary Education, Foreign Countries, Knowledge Base for Teaching, Mathematics Instruction, Mathematics Teachers, Preservice Teacher Education, Problem Solving, Thinking Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Belgium

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Author Affiliations: N/A