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Prospective Elementary Teachers Learning To Reason Flexibly With Sums And Differences
|Title:||Prospective Elementary Teachers Learning To Reason Flexibly With Sums And Differences: Number Sense Development Viewed Through The Lens Of Collective Activity.||
Inaccessible until Jul 18, 2019 due to copyright restrictions.
|Name(s):||Whitacre, Ian, author|
|Type of Resource:||text|
|Extent:||1 online resource|
|Abstract/Description:||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.|
|Identifier:||FSU_libsubv1_wos_000428574200003 (IID), 10.1080/07370008.2017.1394303 (DOI)|
|Keywords:||content knowledge, classroom mathematical practice, collective activity, conceptions, initial mathematical practice, mathematical practices, multidigit whole numbers, multiplication, number sense, preservice teachers, Prospective elementary teachers, taiwan|
|Publication Note:||The publisher's version of record is available at https://doi.org/10.1080/07370008.2017.1394303|
|Persistent Link to This Record:||http://purl.flvc.org/fsu/fd/FSU_libsubv1_wos_000428574200003|
|Is Part Of:||
Cognition and Instruction.
|Issue:||iss. 1, vol. 36|
Whitacre, I. (2018). 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_wos_000428574200003