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Prospective elementary teachers learning to reason flexibly with sums and differences

 Title: Name(s): Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. 45 views Inaccessible until Jun 18, 2019 due to copyright restrictions. Whitacre, Ian, author text TextJournal Article 2017-12-18 computeronline resource 1 online resource English I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences. FSU_libsubv1_scholarship_submission_1533932931_babf015f (IID), 10.1080/07370008.2017.1394303 (DOI) Prospective elementary teachers, number sense, collective activity, classroom mathematical practice, initial mathematical practice This is the accepted manuscript and the version of record can be found at https://doi.org/10.1080/07370008.2017.1394303 Whitacre, I. (2017). Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. Cognition and Instruction, 36, 1-27. doi:10.1080/07370008.2017.1394303 [Teacher Ed] http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1533932931_babf015f FSU Cognition and Instruction.

Whitacre, I. (2017). Prospective elementary teachers learning to reason flexibly with sums and differences: Number sense development viewed through the lens of collective activity. Cognition And Instruction. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1533932931_babf015f