Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
A challenge for prospective teachers (PTs) is to determine what students know about a topic through asking appropriate questions and being thoughtful about the wording of these questions so as to capture and reframe students' spontaneous mathematical thinking and eventually unriddle the fuzzy boundary of students' complex thinking. This study examined four PTs' efforts to elicit kindergarteners' subtraction strategies and make conclusions about their subtraction understanding. Drawing on PTs' plans for interviewing kindergarteners on subtraction problems, interview transcripts, and reflection papers, the results suggest that PTs provided effective scaffolds, adding context to numerical problems or explaining mathematical terms and symbols as needed. However, they avoided asking problems with subtrahends greater than five, numbers above ten, and missing starts or missing subtrahends, limiting their ability to draw targeted conclusions about the students' strengths and needs. Using effective questions allowed one PT who posed a limited variety of problems to make stronger conclusions about her student's subtraction understanding, while asking a broader variety of problems helped another PT who used limited questions make conclusions about her student's subtraction understanding. Based on these results, mathematics teacher educators could leverage their PTs' strengths to either encourage multiple interviews, each targeting different problem types, or one interview with a broader variety of problem types. The results of this study further highlight the need for PTs to move beyond just asking students to explain their strategies and have them justify or represent their strategies as well.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education
- Ano
- 2022
- Idioma
- en
- Palavras-chave
- Preservice Teachers; Questioning Techniques; Kindergarten; Subtraction; Mathematical Concepts; Concept Formation; Scaffolding (Teaching Technique); Mathematics Skills; Comprehension; Interviews
- ISSN
- 1386-4416
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CHEN, Lizhen; AKARSU, Murat; BOFFERDING, Laura. Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning. Journal of Mathematics Teacher Education, 2022. Disponível em: http://dx.doi.org/10.1007/s10857-020-09481-1. Acesso em: 5 nov. 2026.
APA
Chen, L., Akarsu, M., & Bofferding, L. (2022). Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-020-09481-1
BibTeX
@article{chen2022,
author = {Chen, Lizhen and Akarsu, Murat and Bofferding, Laura},
title = {Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning},
year = {2022},
journal = {Journal of Mathematics Teacher Education},
url = {http://dx.doi.org/10.1007/s10857-020-09481-1},
language = {en}
}RIS
TY - JOUR AU - Chen, Lizhen AU - Akarsu, Murat AU - Bofferding, Laura TI - Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning PY - 2022 JO - Journal of Mathematics Teacher Education UR - http://dx.doi.org/10.1007/s10857-020-09481-1 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS