Knowing students as mathematics learners and teaching numbers 10-100: A case study of four 1st grade teachers from Romania

Journal of Mathematical Behavior

Volumn 32, Issue 3, 2013, Pages 564-576

  Tanase, Madalina ^a   Wang, Jian ^b  

^a UNIVERSITY OF NORTH FLORIDA   (United States)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

Classroom practice; Manipulatives; Numbers 10 100; Students as mathematics learners; Teacher knowledge

Indexed keywords

EID: 84881250371     PISSN: 07323123     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jmathb.2013.06.006     Document Type: Article

References (40)

1. Ball D.L., Hill H.C., Bass H. Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide?. American Educator 2005, 29(3):14-46.
2. Ball D.L., Thames M.H., Phelps G. Content knowledge for teaching: What makes it special?. Journal of Teacher Education 2008, 59(5):389-407.
3. Bell J., Bell M. Everyday mathematics. Grade 1. The University of Chicago School Mathematics Project 2004, The McGraw Hill Companies, Chicago, IL.
4. Brackoniecki A. Mathematical knowledge for teaching exhibited by preservice teachers' responding to mathematical and pedagogical contexts. Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2009, 1360-1368. Georgia State University, Atlanta, GA. S.L. Swars, D.W. Stinson, S. Lemons-Smith (Eds.).
5. Delgadillo F. Do teachers who know students better teach more?. Journal of Instructional Psychology 1992, 19(2):10-18.
6. Even R., Tirosh D. Subject matter knowledge and knowledge about students as sources of teacher presentations of the subject-matter. Educational Studies in Mathematics 1995, 29(1):1-20.
7. Investigations in number, date and space: Building number sense, Grade 1 2004, Pearson Scott Foresman, Glenview, IL. S. Foresman (Ed.).
8. Franke M.L., Carpenter T.P., Levi L., Fennema E. Capturing teachers' generative growth: A follow-up study of professional development in mathematics. American Educational Research Journal 2000, 38(3):653-689.
9. Franke M.L., Kazemi E., Shih J., Biagetti S., Battey D. Changing teachers' professional work in mathematics: One school's journey. Understanding mathematics and science matters 2005, 209-230. Erlbaum, Mahwah, NJ. T.A. Romberg, T.P. Carpenter, F. Dremock (Eds.).
10. Graeber A.O. Forms of knowing mathematics: What preservice teachers should learn. Educational Studies in Mathematics 1999, 38(1):189-208.
11. Grandau L. Learning from self-study: Gaining knowledge about how fourth-graders move from relational description to algebraic generalization. Harvard Educational Review 2005, 75(2):202-244.
12. Griffin S. Building number sense with number worlds: A mathematics program for young children. Early Childhood Research Quarterly 2004, 19(1):173-180.
13. Griffin S. Teaching number sense. Educational Leadership 2004, 61(5):39-42.
14. Hall T., Strangman N., Meyer A. Differentiated instruction and implications for UDL implementation 2003, National Center on Accessing the General Curriculum, Wakefield, MA, Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html.
15. Hill H.C., Ball D.B., Schilling S.G. Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education 2008, 39(4):372-400.
16. Tanase M. Teaching place value concepts to first grade students: Teacher knowledge and its influence on student learning. International Journal for Mathematics Teaching and Learning 2011, 0-30. Retrieved from http://www.cimt.plymouth.ac.uk/journal/.
17. Kersting N.B., Givvin K.B., Sotelo F.L., Stigler J.W. Teachers' analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education 2010, 61(1-2):172-181.
18. Lincoln Y.S., Guba E.G. Naturalistic inquiry 1985, Sage Publications, Inc., Beverly Hills, CA.
19. Linder S.M., Powers-Costello B., Stegelin D.A. Mathematics in early childhood: research-based rationale and practical strategies. Early Childhood Education 2011, 39(1):29-37.
20. Longbort C. Place value: Problem solving and written assessment. Teaching Children Mathematics 2002, 8(7):419-422.
21. Margolinas C., Coulange L., Bessot A. What can the teacher learn in the classroom?. Educational Studies in Mathematics 2005, 59:205-234.
22. Marks R. Pedagogical content knowledge: from a mathematical case to a modified conception. Journal of Teacher Education 1990, 41(3):3-11.
23. McCaughtry N. Elaborating pedagogical content knowledge: What it means to know students and think about teaching. Teachers and Teaching: Theory and Practice 2005, 11(4):379-395.
24. National Council of Teachers of Mathematics Principles and standards for school mathematics 2000, NCTM, Reston, VA.
25. Petersen P., Fennema E., Carpenter T.P., Loeff M. Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction 1989, 6(1):1-40.
26. Pimm D. Symbols and meanings in school mathematics 1995, Routledge and Kegan Paul, London.
27. Resnick L. A developmental theory of number understanding. The development of mathematical thinking 1983, 109-151. Academic Press, New York, NY. H. Ginsburg (Ed.).
28. Sarama J., Clements D.H. Mathematics in early childhood. Contemporary perspectives on mathematics in early childhood education 2008, 67-94. Information Age Publishing, Inc., Charlotte, NC. O.N. Saracho, B. Spodek (Eds.).
29. Sherin M.G. When teaching becomes learning. Cognition and Instruction 2002, 20(2):119-150.
30. Shulman L.S. Those who understand: Knowledge growth in teaching. Educational Researcher 1986, 15(2):4-14.
31. Smith M.S., Stein M.K. Selecting and creating mathematical tasks. From research to practice. Mathematics Teaching in the Middle School 1998, 3:344-350.
32. Sood S., Jitendra A.K. A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. The Journal of Special Education 2007, 41(3):145-157.
33. Sovchik R.J. Teaching mathematics to children 1989, Harper & Row, New York, NY.
34. Sowder J.T. Making sense of numbers in school mathematics. Analysis of arithmetic for mathematics teaching 1992, 1-52. Lawrence Erlbaum Associates, Mahwah, NJ. G. Leinhardt, R. Putman, R.A. Hattrup (Eds.).
35. Sowder J.T., Schapelle B. Number sense-making. The Arithmetic Teacher 1994, 41(6):342-345.
36. Steinbring H. Elements of epistemological knowledge for mathematics teachers. Journal of Mathematics Teacher Education 1998, 1(2):157-189.
37. Taylor S.J., Bogdan R. Introduction to qualitative research methods: The search for meanings 1984, John Wiley & Sons, New York, NY.
38. The Final Report of the National Mathematics Advisory Panel 2008, Retrieved April 20, 2008, from www.ed.gov/pubs/edpubs.html.
39. Tooke D.J. Student teachers' mathematical backgrounds and attainment of their secondary students. Clearing House 1993, 66(5):273-277.
40. Van de Walle J.A. Elementary and middle school mathematics 2007, Longman, New York, NY. 6th ed.