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• W2166284934 abstract "ABSTRACT This research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole number concepts and operations in a social context. In this qualitative study, a case study analysis provided the opportunity for careful exploration of the manner in which prospective teachers‘ understanding changed and the ways two selected participants reorganized their mathematical thinking within a classroom teaching experiment. While previous research efforts insisted on creating a dichotomy of choosing the individual or the collective understanding, through the utilization of the emergent perspective both the individual and the social aspects were considered. Specifically, using the emergent perspective as a theoretical framework, this research endeavor has outlined the mathematical conceptions and activities of individual prospective teachers and thus has provided the psychological perspective correlate to the social perspective‘s classroom mathematical practices. As the research participants progressed through an instructional sequence taught entirely in base-8, a case study approach was used to select and analyze two individuals. In order to gain a more thorough understanding of the individual perspective, this research endeavor focused on whether teachers with varying initial content knowledge developed differently through this instructional sequence. The first participant initially demonstrated ―Low-Content‖ knowledge according to the CKT-M instrument database questions which measure content knowledge for teaching mathematics. She developed a greater understanding of place value concepts and was able to apply this new knowledge to gain a deeper sense of the rationale behind counting strategies and addition and subtraction operations. She did not demonstrate the ability to" @default.
• W2166284934 created "2016-06-24" @default.
• W2166284934 creator A5068238956 @default.
• W2166284934 date "2009-01-01" @default.
• W2166284934 modified "2023-09-27" @default.
• W2166284934 title "Exploring the understanding of whole number concepts and operations: A case study analysis of prospective elementary school teachers" @default.
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