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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF REPRESENTATIONS AND SUGGESTIONS FOR STUDENTS' INCORRECT USE.
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  Data: <searchLink fieldCode="AR" term="%22Mi+Yeon+Lee%22">Mi Yeon Lee</searchLink><relatesTo>1</relatesTo><i> mlee115@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Ji-Eun+Lee%22">Ji-Eun Lee</searchLink><relatesTo>2</relatesTo><i> lee2345@oakland.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 11/15/2018, p767-770. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Inductive+teaching%22">Inductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Course+content+%28Education%29%22">Course content (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink>
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  Group: Ab
  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 767
    Subjects:
      – SubjectFull: Elementary school teachers
        Type: general
      – SubjectFull: Inductive teaching
        Type: general
      – SubjectFull: Mathematics teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Course content (Education)
        Type: general
      – SubjectFull: Mathematical models
        Type: general
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      – TitleFull: PRE-SERVICE TEACHERS' PERCEPTIONS OF THE USE OF REPRESENTATIONS AND SUGGESTIONS FOR STUDENTS' INCORRECT USE.
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            NameFull: Mi Yeon Lee
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            NameFull: Ji-Eun Lee
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              Text: 11/15/2018
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              Y: 2018
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            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
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