Journal article
Half the base or half the height?: Exploring a student's justification of 1/2 x base x height
International journal of mathematical education in science and technology, Vol.51(4), pp.604-613
05/18/2020
DOI: 10.1080/0020739X.2019.1576928
Abstract
The purpose of this work was to explore how elementary pre-service teachers responded to a novel strategy for justifying the triangle area formula. We conducted interviews with 24 pre-service teachers, asking them to evaluate and respond to a hypothetical student strategy for the triangle area. Findings highlighted several interesting struggles our pre-service teacher experienced when assessing the mathematical content of the strategy, as well as differences in pedagogical responses depending on content knowledge. In many cases, pre-service teachers leveraged their understanding towards productive responses, while also grappling with a generalization of the strategy to other contexts. Recommendations for supporting pre-service teachers in navigating the intersection between content and pedagogical knowledge are discussed.
Details
- Title: Subtitle
- Half the base or half the height?: Exploring a student's justification of 1/2 x base x height
- Creators
- Cristina Runnalls - California State Polytechnic UniversityDae S. Hong - University of Iowa
- Resource Type
- Journal article
- Publication Details
- International journal of mathematical education in science and technology, Vol.51(4), pp.604-613
- Publisher
- Taylor & Francis
- DOI
- 10.1080/0020739X.2019.1576928
- ISSN
- 0020-739X
- eISSN
- 1464-5211
- Number of pages
- 10
- Language
- English
- Date published
- 05/18/2020
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371102002771
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