Pre-service Teachers' Common Content Knowledge Regarding the Arithmetic Mean

被引：8

作者：

Ortiz de Haro, Juan J. ^{[1
]}

Font Moll, Vicenc ^{[2
]}

机构：

[1] Univ Granada, Coll Educ, Granada, Spain

[2] Univ Barcelona, Dept Sci & Math Educ, Barcelona, Spain

来源：

REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS | 2014年 / 3卷 / 03期

关键词：

Arithmetic mean; teachers' knowledge; teacher education;

D O I：

10.4471/redimat.2014.51

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The main goal of this study is to determine the common content knowledge of a group of pre-service primary teachers regarding the arithmetic mean. The cognitive configuration tool proposed by the Onto-semiotic Approach of Cognition and Mathematics Instruction shows that the arithmetic mean can have a variety of meanings, and the application of this tool here revealed significant difficulties related to the students' understanding of this mathematical object and some of its properties. This article concludes with some educational implications for teacher training in the field of statistics.

引用

页码：192 / 219

页数：29

共 27 条

[1]

Ball D. L., 2001, HDB RES TEACHING, P433

[2] THE MATHEMATICAL UNDERSTANDINGS THAT PROSPECTIVE TEACHERS BRING TO TEACHER-EDUCATION [J].