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Peer reviewedTirosh, Dina; Graeber, Anna O. – Journal for Research in Mathematics Education, 1990
Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions.…
Descriptors: Arithmetic, College Mathematics, Computation, Division
