Heading toward Equality: Preservice Teachers' Interventions to Change Students' Conceptions of the Equal Sign
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| Title: | Heading toward Equality: Preservice Teachers' Interventions to Change Students' Conceptions of the Equal Sign |
|---|---|
| Language: | English |
| Authors: | Santarone, Doris (ORCID |
| Source: | Investigations in Mathematics Learning. 2020 12(3):208-225. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Early Childhood Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mathematics Instruction, Misconceptions, Symbols (Mathematics), Algebra, Intervention, Program Effectiveness, Knowledge Base for Teaching, Pedagogical Content Knowledge, Preservice Teacher Education, Elementary Education, Early Childhood Education, Middle School Teachers, Elementary School Teachers, Student Teachers |
| DOI: | 10.1080/19477503.2020.1781348 |
| ISSN: | 1947-7503 |
| Abstract: | Research indicates that a large percentage of students have misconceptions of the equal sign and that this can be detrimental to their mathematical pursuits as they progress through algebra. In order for students to develop a strong understanding of the meaning of the equal sign, algebra teachers must be aware of the viewpoints their students will hold pertaining to the equal sign and strategies to encourage a relational view of the equal sign and a progression of sophistication within the relational spectrum. In an algebra course for preservice teachers, we created a project where they investigated students' conceptions of the equal sign and determined interventions to foster more productive views. The purpose of our study was to examine our preservice teachers' ability to differentiate between the various students' conceptions of the equal sign, to determine which teacher interventions resonated well with the preservice teachers, and to evaluate the overall effectiveness of the project. This article will also outline ideas for other mathematics teacher educators that wish to implement similar practice-based teaching experiences in their content courses and potential paths of future research. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1264463 |
| Database: | ERIC |
| Abstract: | Research indicates that a large percentage of students have misconceptions of the equal sign and that this can be detrimental to their mathematical pursuits as they progress through algebra. In order for students to develop a strong understanding of the meaning of the equal sign, algebra teachers must be aware of the viewpoints their students will hold pertaining to the equal sign and strategies to encourage a relational view of the equal sign and a progression of sophistication within the relational spectrum. In an algebra course for preservice teachers, we created a project where they investigated students' conceptions of the equal sign and determined interventions to foster more productive views. The purpose of our study was to examine our preservice teachers' ability to differentiate between the various students' conceptions of the equal sign, to determine which teacher interventions resonated well with the preservice teachers, and to evaluate the overall effectiveness of the project. This article will also outline ideas for other mathematics teacher educators that wish to implement similar practice-based teaching experiences in their content courses and potential paths of future research. |
|---|---|
| ISSN: | 1947-7503 |
| DOI: | 10.1080/19477503.2020.1781348 |
