Pre-service elementary teachers’ strategies for tiling and relating area units |
| |
| Institution: | 1. Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa 3200003, Israel;2. Faculty of Mathematics, Lewinski College of Education, Tel Aviv 6937808, Israel;3. Department of Mathematics, Technion – Israel Institute of Technology, Haifa 3200003, Israel;1. Iclon, Leiden University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Melbourne Graduate School of Education, The University of Melbourne, Australia |
| |
| Abstract: | It has been established that preservice elementary school teachers (PSTs) often employ procedural methods when solving measurement problems without conceptual understanding or flexibility, but a significant gap exists in the literature identifying why. Through the lens of discrete and continuous interpretations of area, this study extends the research base by describing strategies PSTs use to tile a two-dimensional space with varying size tiles and what these strategies imply about PSTs’ conceptions of area measurement. These strategies and implied conceptions enable further discussion on the multiple purposes of the area model as an illustrative measure for mathematics throughout the elementary school curriculum. |
| |
| Keywords: | Pre-service elementary teachers Area measurement Enumeration Strategies Tiling |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
