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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24359_index.html Direct Link: HTML Code:

Fonseca, Jennifer. and Gupta, Shweta. "Teacher Educators’ Activities for Teaching Basic Mathematical Concepts" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p24359_index.html>

Fonseca, J. and Gupta, S. , 2005-10-20 "Teacher Educators’ Activities for Teaching Basic Mathematical Concepts" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2008-12-12 from http://www.allacademic.com/meta/p24359_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This study had two purposes: 1) to investigate pre-service elementary school teachers representational fluency and use of different kinds of manipulatives to solve problems in fraction equivalence, addition and subtraction and 2) to develop instructional activities that surround the Animated Fraction Addition and Subtraction Tool (A-FAST), that teacher educators can use to enable teachers have different kinds of representational and modeling experiences, so that they can use more modeling activities to introduce basic mathematical concepts. Seventy preservice elementary school teachers from three classes participated in this study. A pre-test was conducted which guided the researchers to design the instructional activities to be used with the preservice teachers. The methodology of “Multi-tiered Teaching Experiments” (Lesh & Kelly, 2000) with two levels (researchers and teacher educators; and preservice teachers) was used to conduct the study. At the end of the study the teachers’ conceptual and pedagogical understanding was assessed using a post-test and the lesson plans which they prepared in groups of three.

Reconceptualizing the Mathematical Knowledge and Understandings of Elementary-School Teachers

Mathematics for Teaching: Facilitating Knowledge Construction in Prospective High School Mathematics Teachers

Elementary Teachers' Understanding of Students' Prior Science Knowledge: Implications for Practice and Teacher Education

What Two Mathematics Educators Learned About Their Instruction and Pre-service Teachers’ Mathematical Understanding

Using innovative fraction activities as a vehicle for examining conceptual understanding of fraction concepts in pre-service elementary teachers mathematical education