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首页> 外文期刊>Journal of mathematics teacher education >Prospective elementary teachers' development of fraction language for defining the whole
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Prospective elementary teachers' development of fraction language for defining the whole

机译：准小学教师发展分数语言以定义整体

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This article examines the ways in which prospective elementary teachers' develop an understanding of language use for defining the whole throughout a 9-day rational number unit. Student work samples and classroom conversations are used to illustrate their difficulties and growth with defining the whole and corresponding language use for describing fractional amounts. The results indicate that three mathematical ideas became taken-as-shared by the class. The first was that fractions depend on a group or whole. The second included defining an of what. The third was developing language in terms of what the denominator represents. Difficulties prospective teachers had conceptualizing language included distinguishing among the phrases of a, of one, of the, and of each. Implications for mathematics education courses and future research studies are also discussed.
机译：本文探讨了在9天的有理数单元中，初等基础教师如何理解语言定义整体的方式。学生工作样本和课堂对话被用来说明他们的困难和成长，并定义用于描述分数的整体语言和相应语言。结果表明，班上学生共有三个数学思想。首先是分数取决于一个组或整个。第二个内容包括定义内容。第三是根据分母表示的语言。准教师将语言概念化的困难包括区分a，一个，一个和每个短语。还讨论了对数学教育课程和未来研究的影响。

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