Generating procedural and conceptual knowledge of fractions by pre-service teachers

被引：23
作者：
Chinnappan M. [1 ]
Forrester T. [2 ]
机构：
[1] School of Education, University of South Australia, GPO Box 2471, Adelaide, 5001, SA
[2] University of Wollongong, Wollongong
来源：
Mathematics Education Research Journal | 2014年 / 26卷 / 4期
关键词：
Conceptual knowledge; Fractions; Mathematical knowledge for teaching; Pre-service teacher knowledge; Procedural knowledge;
D O I：
10.1007/s13394-014-0131-x
中图分类号：
学科分类号：
摘要：
Knowledge that teachers bring to the teaching context is of interest to key stakeholders in improving levels of numeracy attained by learners. In this regard, the centrality of, and the need to investigate, the quality of teachers’ mathematical knowledge for teaching mathematics has been gaining momentum in recent years. There is a general consensus that teachers need a robust body of content and pedagogical knowledge related to mathematics and that one impacts on the other. However, in current debates about this interconnection between content knowledge and pedagogical content knowledge, there is limited analysis about the procedural-conceptual nature of content knowledge that, we argue, has significant impact on the development of pedagogical content knowledge. In this report, this issue is investigated by examining the state of procedural and conceptual knowledge of two cohorts of pre-service teachers and analyzing the impact of a representational reasoning teaching and learning (RRTL) approach aimed at supporting a balanced development of these two dimensions of Content Knowledge. © 2014, Mathematics Education Research Group of Australasia, Inc.
引用
收藏
页码：871 / 896
页数：25
相关论文
共 36 条
  • [1] Ball D.L., The mathematical understanding that preservice teachers bring to teacher education, Elementary School Journal, 90, pp. 449-466, (1990)
  • [2] Ball D.L., Hill H.C., Bass H., Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide?, American Educator, 5, 3, pp. 14-17, (2005)
  • [3] Ball D.L., Thames M.H., Phelps G., Content knowledge for teaching: what makes it special?, Journal of Teacher Education, 59, 5, pp. 389-407, (2008)
  • [4] Barmby P., Harries T., Higgins S., Suggate J., The array representation and primary children’s understanding and reasoning in multiplication, Educational Studies in Mathematics, 70, pp. 217-241, (2009)
  • [5] Baroody A.J., Feil Y., Johnson A.R., An alternative reconceputalization of procedural and conceptual knowledge, Journal for Research in Mathematics Education, 38, 2, pp. 115-131, (2005)
  • [6] Mathematics K-6: syllabus 2002, (2002)
  • [7] Mathematics years 7–10 syllabus, (2003)
  • [8] Bobis J., Higgins J., Cavanagh M., Roche A., Professional knowledge of practicing teachers of mathematics, Mathematics education research group of Australasia: research in mathematics education in Australasia 2008–2011, pp. 313-341, (2012)
  • [9] Booker G., Bond D., Sparrow L., Swan P., Teaching primary mathematics, (2010)
  • [10] Chick H., Aspects of teachers’ knowledge for helping students learn about ratio, Shaping the future of mathematics education: proceedings of the 33rd annual conference of the mathematics education research group of Australasia, pp. 145-152, (2010)
1234