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Download full textKulow, Torrey; Izsák, Andrew; Stevenson, Dean – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The present study extends recent advances developing and applying measures of mathematical content knowledge for teaching. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct but related components necessary for reasoning in terms of quantities when solving…
Descriptors: Fractions, Arithmetic, Thinking Skills, Numbers
Direct linkKumar, Ruchi S.; Subramaniam, K.; Naik, Shweta Shripad – Journal of Mathematics Teacher Education, 2017
Understanding signed quantities and its arithmetic is one of the challenging topics of middle school mathematics. The "specialized content knowledge" (SCK) for teaching integers includes understanding of a variety of representations that may be used while teaching. In this study, we argue that meanings of integers and integer operations…
Descriptors: Mathematics Instruction, Numbers, Arithmetic, Middle School Students
Tsao, Yea-Ling; Lin, Yi-Chung – Journal of Case Studies in Education, 2011
The goal of this study was to investigate understanding of inservice elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students; and the profile of integrating number sense into mathematical instruction , and teaching practice. Data was gathered through interviews of…
Descriptors: Teaching Methods, Educational Practices, Investigations, Elementary School Teachers
Fazio, Lisa; Siegler, Robert – UNESCO International Bureau of Education, 2011
Students around the world have difficulties in learning about fractions. In many countries, the average student never gains a conceptual knowledge of fractions. This research guide provides suggestions for teachers and administrators looking to improve fraction instruction in their classrooms or schools. The recommendations are based on a…
Descriptors: Class Activities, Learning Activities, Teaching Methods, Numbers
Muir, Tracey; Livy, Sharyn – International Journal for Mathematics Teaching and Learning, 2012
The main aim of this paper is to report on an investigation into primary pre-service and inservice teachers' content knowledge of decimals. The participants were asked to complete four decimal tasks including the ordering of decimals, operating with decimals and converting a fraction to a decimal. The results from both sets of participants are…
Descriptors: Number Concepts, Comparative Analysis, Misconceptions, Knowledge Base for Teaching
Izsak, Andrew; Orrill, Chandra Hawley; Cohen, Allan S.; Brown, Rachael Eriksen – Elementary School Journal, 2010
We report the development of a multiple-choice instrument that measures the mathematical knowledge needed for teaching arithmetic with fractions, decimals, and proportions. In particular, the instrument emphasizes the knowledge needed to reason about such arithmetic when numbers are embedded in problem situations. We administered our instrument to…
Descriptors: Mathematics Instruction, Numbers, Arithmetic, Interviews
Bruno, Alicia; Espinel, Maria Candelaria; Martinon, Antonio – Focus on Learning Problems in Mathematics, 1997
Analyzes the solution of additive problems involving negative numbers by prospective primary school teachers using surveys. Concludes that students feel no need to use negative numbers in the solution of additive problems and compares results of this study to another study of same content done on secondary school students. (ASK)
Descriptors: Addition, Arithmetic, Elementary School Teachers, Elementary Secondary Education
Bass, Hyman, Ed.; Usiskin, Zalman, Ed.; Burrill, Gail, Ed. – National Academies Press, 2002
The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of…
Descriptors: Mathematics Teachers, Faculty Development, Workshops, Knowledge Base for Teaching
