PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF REPRESENTATIONS AND SUGGESTIONS FOR STUDENTS' INCORRECT USE.

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Title:	PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF REPRESENTATIONS AND SUGGESTIONS FOR STUDENTS' INCORRECT USE.
Authors:	Mi Yeon Lee¹ mlee115@asu.edu, Ji-Eun Lee² lee2345@oakland.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 11/15/2018, p767-770. 4p.
Subject Terms:	Elementary school teachers, Inductive teaching, Mathematics teachers, Teacher education, *Course content (Education), Mathematical models
Abstract:	We investigated how elementary pre-service teachers (PSTs) perceive using representations in teaching mathematics and what representations they suggest to guide students' use of representations in teaching fractions. A written questionnaire was administrated to 151 PSTs and an inductive content analysis approach was used to analyze the data. Findings suggested that fraction-related topics were the PSTs' main choice for using representations, but PSTs tended to use models procedurally and predominantly depended on circular area models in guiding students who use representations incorrectly. Implications for designing mathematics methods courses in terms of effective use of representations are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	We investigated how elementary pre-service teachers (PSTs) perceive using representations in teaching mathematics and what representations they suggest to guide students' use of representations in teaching fractions. A written questionnaire was administrated to 151 PSTs and an inductive content analysis approach was used to analyze the data. Findings suggested that fraction-related topics were the PSTs' main choice for using representations, but PSTs tended to use models procedurally and predominantly depended on circular area models in guiding students who use representations incorrectly. Implications for designing mathematics methods courses in terms of effective use of representations are discussed. [ABSTRACT FROM AUTHOR]