The roles of tools and models in a prospective elementary teachers’ developing understanding of multidigit multiplication

Whitacre, Ian; Rumsey, Chepina

doi:10.1016/j.jmathb.2020.100816

Cited by 2 publications

(3 citation statements)

References 21 publications

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“…Another contribution of this study is that pre-service primary school teachers' reasons or justifications underlying their decisions about the accuracy of multi-step multiplication processes are added to the existing literature (Harkness & Thomas, 2008;Whitacre et al, 2020). The justifications put forward by the PTs for the accuracy of student solutions show that the PTs associated students' solutions with operational understanding of multiplication (Hiebert & Lefevre, 1985).…”

Section: Discussionmentioning

confidence: 99%

“…The most common meaning of multiplication is repeated addition. This meaning is important in dealing with and understanding multiplication in real-life situations (Whitacre & Rumsey, 2020). Some researchers name repeated addition as the primitive intuitive model for multiplication (Fischbein, Deri, Nello, & Marino, 1985, p. 4).…”

Section: Definition Of Multiplication and Multi-digit Multiplicationmentioning

confidence: 99%

“…Research studies showed that pre-service teachers can correctly apply the multi-digit multiplication algorithm but have difficulty making sense of it (Apsari et al, 2021;Harkness & Thomas, 2008;Whitacre & Nickelson, 2016). The rectangular model supports pre-service teachers' understanding of the multiplication algorithm when conceptualizing multipliers as 'partial' products (Whitacre & Rumsey, 2020). Simon and Blume (1994) investigated prospective teachers' interpretations of multiplication on the rectangular model.…”

Section: Definition Of Multiplication and Multi-digit Multiplicationmentioning

confidence: 99%

See 2 more Smart Citations

Investigation of the Specialized Content Knowledge of the Pre-service Primary School Teachers about Multiplication

Özel¹,

Yılmaz²,

Işıksal-Bostan³

et al. 2022

IJMTL

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This study aimed to investigate the specialized content knowledge of pre-service primary school teachers about multiplication through problem posing and the justification for the accuracy of the multiplication of a two-digit number and a single-digit number. The research questions were formulated based on the theoretical framework of Ball and her colleagues’ teacher knowledge. The data were collected from 2nd, 3rd and 4th year pre-service teachers studying in the Faculty of Education of a state university using two open-ended questions. The data were analyzed with the content analysis method to provide a detailed perspective on the specialized content knowledge of pre-service teachers about multiplication. The findings of the study showed that although the pre-service teachers had difficulties in writing a problem related to multiplication operations, in which one of the multipliers was zero, the number of correct problem statements for the given operation increased as the pre-service teachers proceeded in their education. Another finding of the study is that the majority of the pre-service teachers made correct interpretations about the correctness or incorrectness of the solutions to the multiplication of a two-digit number and a single-digit number. However, it was observed that the pre-service teachers based their justifications for the student solutions given to them on students’ operational knowledge rather than their conceptual knowledge of the multiplication operation. The findings of the study were discussed within the framework of the relevant literature and some recommendations were made.

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Section: Discussionmentioning

confidence: 99%

Section: Definition Of Multiplication and Multi-digit Multiplicationmentioning

confidence: 99%

Section: Definition Of Multiplication and Multi-digit Multiplicationmentioning

confidence: 99%

See 1 more Smart Citation

Investigation of the Specialized Content Knowledge of the Pre-service Primary School Teachers about Multiplication

Özel¹,

Yılmaz²,

Işıksal-Bostan³

et al. 2022

IJMTL

View full text Add to dashboard Cite

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Analisis Kesalahan Pemahaman Konsep Perkalian Siswa dan Solusinya: Penerapan Metode APKL dan Diagram Fishbone

Wahyuni

Darmawan

2023

JRHotsPM

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Pemecahan masalah merupakan salah satu kemampuan yang harus dikuasai oleh siswa dalam pembelajaran matematika. Kemampuan pemecahan masalah matematis siswa SD Kecamatan Tobadak masih rendah berdasarkan hasil ulangannya. Salah satu solusi untuk meminimalkan masalah siswa adalah dengan menerrapkan Model Pembelajaran Problem Based Learning. Tujuan penelitian ini adalah untuk mengetahui apakah terdapat pengaruh model Problem Based Learning terhadap kemampuan pemecahan masalah matematis siswa. penelitian ini menggunakan pendekatan eksperimen murni (true experiments) dengan Pre test – Post test Only Control Group Design. Sebanyak 100 siswa Sekolah Dasar yang berpartisipasi dalam penelitian ini. Pengambilan sampel dilakukan dengan teknik stratified random sampling. Pengambilan data dilakukan dengan menggunakan tes tertulis dan observasi. Data dianalisis dengan uji statistik melalui analisis data destkriptif dan uji Independent Sample t-Test untuk menguji hipotesis penelitian. Hasil penelitian menunjukkan bahwa: (1) rata-rata kemampuan pemecahan masalah matematis siswa sekolah dasar pada kelas eksperimen lebih tinggi dibanding nilai rata-rata pada kelas kontrol; (2) tingkat kemampuan pemecahan masalah matematis siswa sebagian besar berada pada kategori sedang; dan (3) terdapat pengaruh model Problem Based Learning terhadap kemampuan pemecahan masalah matematis siswa.

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The roles of tools and models in a prospective elementary teachers’ developing understanding of multidigit multiplication

Cited by 2 publications

References 21 publications

Investigation of the Specialized Content Knowledge of the Pre-service Primary School Teachers about Multiplication

Investigation of the Specialized Content Knowledge of the Pre-service Primary School Teachers about Multiplication

Analisis Kesalahan Pemahaman Konsep Perkalian Siswa dan Solusinya: Penerapan Metode APKL dan Diagram Fishbone

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