id: 05345430
dt: j
an: 2008e.00044
au: Grant, Theresa J.; Lo, Jane-Jane; Flowers, Judith
ti: Shaping prospective teachers’ justifications for computation: Challenges
and opportunities.
so: Teach. Child. Math. 14, No. 2, 112-116 (2007).
py: 2007
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: B50 F39 E59
ut: preservice teacher education; justifying; arithmetic; multiplication;
subtraction; calculation strategies; division
ci:
li:
ab: From the text: This article discusses the challenges and opportunities that
arose in attempting to support prospective elementary teachers in
developing mathematical justifications in the context of whole-number
computation. Justification for whole-number computation is important
for three reasons. First, this is the introductory topic in the first
of three mathematics courses for prospective elementary teachers.
Second, the number and operations strand is a major focus in elementary
school. Third, in our experience as teacher educators, prospective
elementary teachers have a difficult time considering how and why to
teach whole-number computation in a conceptual manner. If prospective
teachers’ reasoning and justifications can be shaped in this area of
mathematics, sense making and mathematical justification in other areas
of mathematics can be shaped as well. We created opportunities to shape
prospective teachers’ view of what constitutes a valid justification.
In this article, we describe two general techniques: (1) developing
sociomathematical norms for justification, similar to the norms
developed by Yackel and Cobb; and (2) selecting tasksthat create
uncertainty. We provide examples illustrating specific uses of these
techniques and identify ways of deepening prospective teachers’
mathematical knowledge as they engage in the process of justification.
rv: