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Prospective Elementary and Secondary Teachers' Understanding of Division
Deborah Loewenberg Ball
Journal for Research in Mathematics Education
Vol. 21, No. 2 (Mar., 1990), pp. 132-144
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749140
Page Count: 13
You can always find the topics here!Topics: Mathematics, Mathematics teachers, Preservice teachers, Mathematics education, Mathematical knowledge, Division, Educational research, Teaching, Pizzas, Teacher education
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This article reports an analysis of 19 prospective elementary and secondary teachers' understanding of division. Interview questions probed the prospective teachers' understanding of division in three contexts. Although many of the teacher candidates could produce correct answers, several could not, and few were able to give mathematical explanations for the underlying principles and meanings. The prospective teachers' knowledge was generally fragmented, and each case of division was held as a separate bit of knowledge.
Journal for Research in Mathematics Education © 1990 National Council of Teachers of Mathematics