id: 05239859
dt: j
an: 2008a.00028
au: Yang, Der-Ching
ti: Investigating the strategies used by pre-service teachers in Taiwan when
responding to number sense questions.
so: Sch. Sci. Math. 107, No. 7, 293 (2007).
py: 2007
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: B50 D59
ut: teacher effectiveness; Taiwan; elementary school teachers; mathematical
concepts; preservice teachers; interviews; mathematics skills; problem
solving; teaching methods
ci:
li: doi:10.1111/j.1949-8594.2007.tb17790.x
ab: Summary: This study examined the strategies used by pre-service teachers
when responding to number sense related questions. 15 pre-service
teachers from one University in Southern Taiwan were interviewed.
Results indicated that about one-third of these pre-service teachers
were able to use number sense strategies (such as understanding the
meaning of numbers, operations and their relationships, recognizing the
number size, developing and using benchmarks appropriately, and judging
the reasonableness of a computational result by using the strategies of
estimation) and the other two-thirdsâ€™ relied heavily on written
algorithms to solve problems. This is consistent with the findings of
the earlier studies (Reys \& Yang, 1998: Yang \& Reys, 2002; Yang,
2003), which state that fifth, sixth and eighth graders in Taiwan rely
heavily on the written method when responding to number sense related
questions. This implies that the performance of pre-service elementary
teachers on number sense is low. Furthermore, the results of this study
also support that "effective teaching requires knowledge and
understanding of mathematics" and the reports of the earlier studies
and documents (Ma, 1999; NCTM, 1991, 2000; Schifter, 1999) that
teachers need a profound understanding of important mathematical
concepts and must "be able to represent mathematics as a coherent and
connected enterprise" and "know and understand deeply the mathematics
they are teaching and be able to draw on that knowledge with
flexibility in their teaching tasks." (Contains 2 tables and 1 figure.)
(ERIC)
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