Literaturnachweis - Detailanzeige
| Autor/inn/en | An, Song A.; Tillman, Daniel A.; Smith, Karime; Hachey, Alyse C. |
|---|---|
| Titel | Preservice Teachers' Reflections on the Use of Visual Supports to Improve Mathematics Pedagogy: A Case Study of Fraction and Ratio |
| Quelle | In: Journal of Mathematics Education at Teachers College, 14 (2023) 1, S.21-30 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Preservice Teachers; Reflective Teaching; Visual Stimuli; Visual Aids; Pictorial Stimuli; Mathematics Instruction; Mathematics Skills |
| Abstract | This case study inspected mathematical learning opportunities that employed the results from the participating preservice teachers' (n=75) original visual arts creation process. Data obtained during this study provided empirical evidence for the educational viability of employing original Mondrian-style rectangle sets as a context for generating authentic mathematics inquiry opportunities. The participating preservice teachers generally indicated that through the process of creating their Mondrian-style rectangle sets and exploring the mathematical patterns within their works, such as the presence of fractions and ratios, they were able to develop an improved understanding of the pedagogy for teaching these mathematics concepts. The findings from this study suggest that both mathematics teachers and mathematics teacher educators might better serve their students by including more visual supports when teaching mathematics concepts. (As Provided). |
| Anmerkungen | Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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