id: 05564068
dt: j
an: 2009d.00145
au: Sinitsky, Ilya; Ilany, Bat-Sheva
ti: Awareness and knowledge of pre-service teachers on mathematical concepts:
Arithmetic series case study.
so: J. Korea Soc. Math. Educ. Ser. D 12, No. 3, 215-233 (2008).
py: 2008
pu: Korean Society of Mathematical Education, Seoul
la: EN
cc: C39 E49 F39 H29
ut: research; concept formation; preservice teacher education; pre-algebra;
propaedeutics; problem solving; teacher characteristics; teaching
methods; elementary algebra; variables; arithmetic; algebraic thinking
ci:
li:
ab: Summary: Deep comprehension of basic mathematical notions and concepts is a
basic condition of a successful teaching. Some elements of algebraic
thinking belong to elementary school mathematics. The question “What
stays the same and what changes?” link arithmetic problems with the
algebraic concept of a variable. We have studied beliefs and
comprehensions of future elementary school mathematics teachers on
early algebra. Preservice teachers from three academic pedagogical
colleges deal with mathematical problems from the pre-algebra point of
view, with the emphasis on changes and invariants. The idea is that the
intensive use of non-formal algebra may help learners to construct a
better understanding of fundamental ideas of arithmetic on the strong
basis of algebraic thinking. In this article, the study concerning
arithmetic series is described. A considerable number of pre-service
teachers moved from formulas to deep comprehension of the subject.
Additionally, there are indications of ability to apply the concept of
change and invariance in other mathematical and didactical contexts.
rv: