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The role of prospective teachers’ mathematical knowledge in recognising students’ understanding: the process of unitising. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 3. Proceedings of the day conference, University of Leicester, UK, November 8, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 7-12 (2014).
Summary: This study analyses the role of prospective teachers’ mathematical knowledge in recognising students’ understanding of the idea of unitising process (as a component of proportional reasoning). 92 prospective primary teachers analysed primary students’ answers to 12 school problems about different components of proportional reasoning. To each problem prospective teachers analysed three answers that showed different characteristics of the development of proportional reasoning. The focus of this paper is on the problem that could be solved by the unitising process. Prospective teachers had to answer 4 questions: a) about mathematics elements in the school problems; b) about the recognition of students’ understanding; c) and d): about how to modify the school problem to support the students’conceptual understanding. Results suggest that the way in which prospective teachers understood the unitising process influence on (i) what they considered to be the learning objective, (ii) what they recognised as evidence of the primary students’ understanding and (iii) how they modified the school problems to help the primary students to develop the understanding of the unitising process.
Classification: C49 C39 F80
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