Now showing items 1-5 of 5
Investigating pedagogical content knowledge-in-action
(Hipatia Press, 2016)
This article investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative ...
Mathematical opportunities: noticing and acting
The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions ...
Teachers' Attention to and Flexibility with Referent Units
Attending to the whole unit that a number refers to in a mathematical problem situation and showing flexibility in coordinating different units are foundational for mathematical understanding. In this study, we explored ...
Impacts of a university-school partnership on middle school students' fractional knowledge: a quasiexperimental study
(Taylor & Francis, 2018)
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle ...
An analysis of elementary school children's fractional knowledge depicted with circle, rectangle, and number line representations
It is now well known that fractions are difficult concepts to learn as well as to teach. Teachers usually use circular pies, rectangular shapes and number lines on the paper as teaching tools for fraction instruction. This ...