Sixty four preservice teachers taking a mathematics methods class for middle schools were given 3 math problems: multiply a three digit number by a two digit number; divide a whole number by a fraction; and compare the volume of two cylinders made in different ways from the same rectangular sheet. They were to a) solve them, explaining their solution, b) classify them as easy, of medium difficulty, or difficult, explaining the rationale for their classification, and c) explain how they would teach/help children to solve them. Responses were classified under three categories of subject matter knowledge, namely traditional, pedagogical, and reflective. Implications of these categories to effective math teaching are then discussed.
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 1 month ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 4 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 4 months ago
- Next up at #Novemberkonferansen is Jeppe Skott, who talks about Goldilocks, mathematical reasoning and proof. Nice combination :-) 4 months ago
- Listening to a very nice lecture on the importance of maths by Chris Budd ( people.bath.ac.uk/mascjb/) at #Novemberkonferansen 4 months ago