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Journal Article

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
DOI: 10.2307/749140
Stable URL: http://www.jstor.org/stable/749140
Page Count: 13
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Prospective Elementary and Secondary Teachers' Understanding of Division
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Abstract

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.

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