Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Jennifer A. Eli; Margaret J. Mohr-Schroeder; Carl W. Lee

doi:10.1007/s13394-011-0017-0

Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Jennifer A. Eli, Margaret J. Mohr-Schroeder, Carl W. Lee

Producción científica: Article › revisión exhaustiva

58 Citas (Scopus)

Resumen

Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural- and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.

Idioma original	English
Páginas (desde-hasta)	297-319
Número de páginas	23
Publicación	Mathematics Education Research Journal
Volumen	23
N.º	3
DOI	https://doi.org/10.1007/s13394-011-0017-0
Estado	Published - sept 2011

Nota bibliográfica

Funding Information:
Research supported, in part, by the National Science Foundation (NSF) MSP grant, HER-0227028, the Appalachian Mathematics Science Partnership. The authors would also like to acknowledge support provided by the Service, Teaching, and Research (STaR) Project in helping to facilitate the development of this manuscript. The STaR Project is funded by the NSF grant, 0922410, but the opinions expressed are those of the authors and this article does not reflect any endorsement of the results by the NSF.

Financiación

Research supported, in part, by the National Science Foundation (NSF) MSP grant, HER-0227028, the Appalachian Mathematics Science Partnership. The authors would also like to acknowledge support provided by the Service, Teaching, and Research (STaR) Project in helping to facilitate the development of this manuscript. The STaR Project is funded by the NSF grant, 0922410, but the opinions expressed are those of the authors and this article does not reflect any endorsement of the results by the NSF.

Financiadores	Número del financiador
National Science Foundation Arctic Social Science Program	HER-0227028, 0922410
National Science Foundation Arctic Social Science Program

ASJC Scopus subject areas

General Mathematics
Education

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abstract = "Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural- and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.",

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Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

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Financiación

ASJC Scopus subject areas

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