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  • The impact of developing teacher conceptual knowledge on students' knowledge of division

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    27213_1.pdf (227.9Kb)
    Author(s)
    Lamb, Janeen
    Booker, George
    Griffith University Author(s)
    Lamb, Janeen T.
    Booker, George
    Year published
    2004
    Metadata
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    Abstract
    This study investigated children’s knowledge of division and its relationship to their teacher’s conceptual understanding of division following Professional Development. A paper and pencil test was administered to 47 year 7 students and 2 teachers over 2 phases. Following the testing, six students and the teacher from each phase were interviewed. Results from this study indicate that most Phase 1 students rely on following a procedure with limited understanding. Their teacher displayed some conceptual understanding, however she too demonstrated a bias for procedural knowledge. This contrasts with Phase 2 teacher and students ...
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    This study investigated children’s knowledge of division and its relationship to their teacher’s conceptual understanding of division following Professional Development. A paper and pencil test was administered to 47 year 7 students and 2 teachers over 2 phases. Following the testing, six students and the teacher from each phase were interviewed. Results from this study indicate that most Phase 1 students rely on following a procedure with limited understanding. Their teacher displayed some conceptual understanding, however she too demonstrated a bias for procedural knowledge. This contrasts with Phase 2 teacher and students who demonstrated conceptual knowledge both in the test and the interviews.
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    Conference Title
    Proceedings of the 28th conference of the international group for the psychology of matematics education
    Publisher URI
    https://www.emis.de/proceedings/PME28/
    Copyright Statement
    © The Author(s) 2004. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
    Publication URI
    http://hdl.handle.net/10072/2039
    Collection
    • Conference outputs

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