Investigating further preservice teachers' conceptions of multidigit whole numbers: Refining a framework

Educational Studies in Mathematics

Volumn 75, Issue 3, 2010, Pages 241-251

  Thanheiser, Eva ^a  

^a PORTLAND STATE UNIVERSITY   (United States)

Author keywords

Addition; Algorithm; Content knowledge; Preservice; Prospective; Subtraction; Teacher education; Whole number

Indexed keywords

EID: 78149495455     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-010-9252-7     Document Type: Article

References (16)

1. Ball, D. L. (1988/1989). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education (Doctoral dissertation, 1988). Unpublished doctoral dissertation, Michigan State University, Ann Arbor.
2. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn. Washington, DC: National Academy Press.
3. Graeber, A. O. (1999). Forms of knowing mathematics: what preservice teachers should learn. Educational Studies in Mathematics, 38(1-3), 189-208.
4. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up. Helping children learn mathematics. Washington, DC: National Academy Press.
5. Lundin, J., & Burton, S. (Eds.). (1998). Mathematics framework for California public schools. Kindergarten through grade twelve. Sacramento: CDE.
6. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah: Erlbaum.
7. McClain, K. (2003). Supporting preservice teachers' understanding of place value and multidigit arithmetic. Mathematical Thinking and Learning, 5(4), 281-306.
8. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston Virginia, Author.
9. National Governors Association, & Council of Chief State School Officers (2010). Common Core Standards Initiative. Retrieved February, from http://www. corestandards. org/.
10. Philipp, R., Schappelle, B., Siegfried, J., Jacobs, V., & Lamb, L. (2008). The effects of professional development on the mathematical content knowledge of K-3 teachers. Paper presented at the AERA, New York, NY.
11. Simonsen, L. M., & Teppo, A. R. (1999). Using alternative algorithms with preservice teachers. Teaching Children Mathematics, 5(9), 516-519.
12. Southwell, B., & Penglase, M. (2005). Mathematical knowledge of pre-service primary teachers. In H. L. Chick & J. L. Vincent (Eds.), International Group for the Psychology of Mathematics Education (vol. 4, pp. 209-216).
13. Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlyings principles and essential elements. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 267-306). Mahwah: Erlbaum.
14. Thanheiser, E. (2009). Preservice elementary school teachers' conceptions of multidigit whole numbers. Journal for Research in Mathematics Education, 40(3), 251-281.
15. Thompson, A. G., Philipp, R. A., Thompson, P. W., & Boyd, B. A. (1994). Calculational and conceptual orientations in teaching mathematics. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 79-92). Reston: National Council of Teachers of Mathematics.
16. Tirosh, D., & Graeber, A. O. (1989). Preservice elementary teachers' explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20(1), 79-96.