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Teachers and student-teachers' challenges with addition and multiplication strategy problems
Södertörn University, Sweden.
University of Gothenburg, Sweden.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2019 (English)In: Proceedings of the 43rd Conference of the International Groupfor the Psychology of Mathematics Education: Pretoria, South Africa, 7 – 12 July 2019 / [ed] Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale, IGPME , 2019, Vol. 4, p. 53-53Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The Swedish National Agency for Education emphasizes that students in grades 1-3 should be able to develop addition and multiplication strategies based on the properties of these operations before focusing on standard algorithms. This means that teachers need to understand student perceptions of these concepts in order to be able to develop instructions for promoting such strategies. According to Ball, Thames and Phelps (2008) teachers need mathematical knowledge to be able to meet such a demand. Other researchers recommend carrying out qualitative studies investigating a field experience of pre-service and in-service teachers. Since the in-service teachers’ knowledge depends on what they were taught in school themselves, we studied the teaching process in grade 3 in order to learn how they were initially introduced to addition and multiplication (Van Dooren, De Bock, & Verschaffel, 2010).

The teaching process and teachers’ understanding of problems with multiplication content was studied in 3rd grade mathematics classrooms. This study investigated challenges faced by teachers when they went from interpretation to formulation of the multiplication problems. Data is drawn from three main sources: observation, interviews, field notes and video recordings. The data was analysed in a qualitative way, using variation theory (Marton, 2015). The analysis reveals that the participating teachers were more successful in using addition strategies than multiplication ones in problem development. For example, most teachers identified multiplication as a repeated addition. Consequently, they often missed important multiplication structures and their link to division. The results explain some reasons for difficulties in elementary mathematics experienced by in-service teachers and the consequences they lead to in their teaching. Teachers' understanding of mathematical concepts is crucial for their interpretation and setting of the example problems.

Place, publisher, year, edition, pages
IGPME , 2019. Vol. 4, p. 53-53
Series
Proceedings of the International Groups for the Psychology of Mathematics Education, ISSN 0771-100X
Keywords [en]
mathematical knowledge, multiplikation, addition, variation theory
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-86250ISBN: 978-0-6398215-6-6 (print)ISBN: 978-0-6398215-7-3 (electronic)OAI: oai:DiVA.org:lnu-86250DiVA, id: diva2:1336004
Conference
The 43rd Conference of the International Group for the Psychology of Mathematics Education - Improving access to the power of mathematics, Pretoria, South Africa 7 – 12 July 2019
Available from: 2019-07-08 Created: 2019-07-08 Last updated: 2019-08-30Bibliographically approved

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Olteanu, Constanta

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
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  • Other locale
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