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Learning to Make Sense of Division of Fractions: One K–8 Preservice Teacher's Perspective
Author(s) -
Lubinski Cheryl A.,
Fox Thomas,
Thomason Rebecca
Publication year - 1998
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1998.tb17298.x
Subject(s) - mathematics education , perspective (graphical) , pedagogy , teacher education , concept learning , psychology , computer science , artificial intelligence
Current reform documents in mathematics education recommend that teachers help students develop both conceptual and procedural understandings. However, teachers often do not possess the in‐depth mathematical reasoning necessary to accomplish this goal. The purpose of this article is to provide one way in which preservice teachers can come to better understand the mathematics they will teach.