Enhancing Prospective Teachers' Knowledge of Children's Conceptions: The Case of Division of Fractions.

By D. Tirosh. 2000

438 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1ca296f996638932e11fa6a4897da97955e44e70

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Citations in the corpus

A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, positive): “topics including prior knowledge, misconceptions, learning progressions, common difficulties, and developmentally appropriate levels of understanding (Carpenter, Fennema, Peterson, & Carey, 1988; Grouws & Schultz, 1996; Hill, Ball, & Schilling, 2008; Lee, Brown, Luft, & Roehrig, 2007; Magnusson, Kra”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “…concerning (preservice) teachers’ knowledge of fractions focused primarily on one aspect of fractions like ratio (Cai and Wang 2006), multiplication of fractions (Isiksal and Cakiroglu 2011, Izsak 2008) and division of fractions (Ball 1990, Borko et al. 1992, Ma 1999, Tirosh 2000).”
Classroom Assessment in Malawi:: Teachers'' Perceptions and Practices in Mathematics (2008, background): “Vygotsky (1987) contends that teachers who embed assessment in their lessons become more effective in understanding their students’ learning and in informing their teaching.”
Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions (2014, neutral): “ Table 3 Articles Written Between 2011 and Early 2013 Dealing With PTs’ Fraction Content Knowledge Authors Year Number of PTs Studied PTs’ Level Country Methodology Caglayan & Olive 2011 10 Enrolled in an Algebra for Teachers course USA ”
When Teachers Know What Students Know: Integrating Mathematics Assessment (2004, positive): “NAEP data, for example, indicate that only 14% of eighth graders demonstrate understanding of fractions concepts and procedures (Mullis, Dossey, Owen, & Phillips, 1991), and the fractions knowledge of preservice teachers tends to be procedural and relatively inflexible (Ball, 1990; Tirosh, 2000).”
Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study (2015, result): “This is because prior studies have consistently shown teachers to encounter difficulties in understanding and appropriately conveying this content to students (e.g., Ball 1990; Ma 1999; Tirosh 2000).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, background): “In addition, because of research evidence that points to preservice teachers’ weak content knowledge in the area of fractions (Ball, 1990; Tirosh, 2000; Tirosh et al., 1998), we maintain that pretest data on the participants’ fractions knowledge would not have yielded the variance necessary to detec”
Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers (2021, background): “, procedural knowledge), they struggle to understand why, when, or where to apply these procedures (i.e., conceptual understanding; e.g., Ball, 1991; Ma, 2010; Newton, 2008; Son & Crespo, 2009; Tirosh, 2000).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “For instance, many preservice elementary school teachers lack knowledge of prevalent student misconceptions about fractions, cannot diagnose related computational errors adequately, and do not possess a repertoire of instructional representations for explaining computations with fractions (Ball, 199”