Middle school mathematics teachers’ knowledge of integers
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Resumo
The current research aimed to unpack teachers’ knowledge of integers by investigating how they used the number line and counter models to represent the two meanings of division (i.e., partitive and measurement). The participants were three middle school mathematics teachers working in different cities in Türkiye. Data consisted of teachers’ written responses to an open-ended questionnaire consisting of four division operations and interviews conducted thereafter. Findings revealed that although two teachers could accurately model all division operations with the number line model, one teacher could neither provide a problem context nor a model displaying one of the division operations. For the counter model, only one teacher could accurately model all division operations in the questionnaire.
Dados da obra
- Tipo
- Artigo
- Periódico
- European Journal of Science and Mathematics Education, v. 12, n. 2, p. 312-325
- Ano
- 2024 (2024-04-04)
- Idioma
- en
- Palavras-chave
- partitive division; number line model; countermodels; integer arithmetic; middle school mathematics teachers; mathematical model
- DOI
- 10.30935/scimath/14439
- ISSN
- 2301-251X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CANOGULLARI, Ahu; IŞIKSAL-BOSTAN, Mine. Middle school mathematics teachers’ knowledge of integers. European Journal of Science and Mathematics Education, v. 12, n. 2, p. 312-325, 2024. DOI: https://doi.org/10.30935/scimath/14439.
APA
Canogullari, A., & Işıksal-Bostan, M. (2024). Middle school mathematics teachers’ knowledge of integers. European Journal of Science and Mathematics Education, 12(2), 312-325. https://doi.org/10.30935/scimath/14439
BibTeX
@article{canogullari2024,
author = {Canogullari, Ahu and Işıksal-Bostan, Mine},
title = {Middle school mathematics teachers’ knowledge of integers},
year = {2024},
journal = {European Journal of Science and Mathematics Education},
volume = {12},
number = {2},
pages = {312-325},
doi = {10.30935/scimath/14439},
language = {en}
}RIS
TY - JOUR AU - Canogullari, Ahu AU - Işıksal-Bostan, Mine TI - Middle school mathematics teachers’ knowledge of integers PY - 2024 JO - European Journal of Science and Mathematics Education VL - 12 IS - 2 SP - 312 EP - 325 DO - 10.30935/scimath/14439 LA - en ER -
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