Session Information
24 SES 07 A, Issues in Mathematics Teacher Education I
Paper Session
Contribution
Method
Expected Outcomes
References
Ball, D. L. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21, 132-144. Crespo, S., & Nicol, C. (2006). Challenging pre-service teachers’ mathematical understanding: The case of division by zero. School Science and Mathematics, 106(2), 84-97. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. Johnston, J., & Ahtee, M. (2006). Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education, 22, 503-512. Mack, N. K. (1990). Learning fractions with understanding: Building on informal knowledge. Journal for Research in Mathematics Education, 21(1), 16-32. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: Author. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Tirosh, D. (2000). Enhancing prospective teacher’ knowledge of children’s conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31(1), 5-25. Tirosh, D., & Graeber, A. (1991). The effect of problem type and common misconceptions on preservice elementary teachers’ thinking about division. School Science and Mathematics, 91, 157-163.
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