
06312010
j
2014d.00526
Thanheiser, Eva
Whitacre, Ian
Roy, George J.
Mathematical content knowledge for teaching elementary mathematics: a focus on wholenumber concepts and operations.
Math. Enthus. 11, No. 2, 217266 (2014).
2014
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
F49
B50
subject content knowledge
preservice teacher education
primary education
research
state of the art
bibliographies
integers
arithmetic operations
number sense
number concepts
arithmetic
algorithms
teacher characteristics
http://www.math.umt.edu/tmme/vol11no2/3_TMEvol11no2_Thanheiseretal_pp.217_266.pdf
Summary: This report represents part of a recent effort to summarize the state of knowledge of prospective elementary teachers' (PTs') mathematics content knowledge and the development thereof. Extensive reviews of the research literature were conducted by a recent PMENA working group across various content areas. This report focuses on whole number and operations. Research in this area is scarce. What we do know from the literature is that PTs' knowledge of whole number and operations is insufficient and in need of improvement. PTs reason about whole numbers and operations in ways that are tied to the standard algorithms. At the same time, they are hardpressed to explain why these algorithms work. PTs tend to overgeneralize about operations and to overlook important distinctions. Some of the research reviewed helps us to understand the nuances of PTs' conceptions and can help to inform instruction. Further research is needed to (a) better understand PTs' conceptions when they enter our programs, and (b) better understand how PTs' conceptions develop.