Developing pre-service teachers understanding of fractions through problem posing
By Zulbiye Toluk-Ucar. 2009
177 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/618b6e096a132997fe7e6b47e6674e276842f1aa
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Danielle Bevan
- Hyunkyung Kwon
- Ellen Lesage
- T. Nunes
- Ali Bicer
- B. Dorneles
- Elisabeth Rathgeb-Schnierer
- Yujin Lee
In Statistics and Probability
- Danielle Bevan
- Hyunkyung Kwon
- Ellen Lesage
- T. Nunes
- Ali Bicer
- B. Dorneles
- Elisabeth Rathgeb-Schnierer
- Yujin Lee
Citations in the corpus
- Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions (2014, unknown): “ 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 ”
- Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Given that teacher education is a crucial period to obtain a profound understanding of fractions (Borko et al. 1992, Ma 1999, Newton 2008, Toluk-Ucar 2009, Zhou et al. 2006), the aim of the study is to analyse the content knowledge of preservice teachers in Flanders.”
- The effects of problem-posing intervention types on elementary students’ problem-solving (2018, methodology): “This ability to create meaning using an equation demonstrates mathematical fluency and understanding (Toluk-Uçar 2009).”
- Dissecting success stories on mathematical problem posing: a case of the Billiard Task (2013, background): “Indeed, problem posing is broadly recognized as a powerful research tool for revealing components of teachers' mathematical knowledge (De Corte & Verschaffel, 1996; Ma, 1999) as well as a means for developing mathematical thinking and creativity (Silver, 1994; 1997; Silver, Kilpatrick, & Schlesinger”
- Teaching and Learning About Whole Numbers in Primary School (2016, result): “Notable exceptions were the studies by Osana and Royea (2011) and by Toluk-Uçar (2009).”