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Greater Number of Larger Pieces: A Strategy to Promote Prospective Teachers’ Fraction Number Sense Development
TLDR
This paper focuses on developing one particular strategy, which we call Greater Number of Larger Pieces (GLP). Expand
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Supporting novice mathematics teacher educators teaching elementary mathematics content courses for the first time
In order to be effectively prepared by a teacher education program, prospective elementary teachers (PTs) need to experience high quality mathematics instruction in their mathematics content courses.Expand
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Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Fractions
IntroductionElementary teachers need a "solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power" (Conference Board of theExpand
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Prospective Elementary Teachers' Conceptions of Unitizing with Whole Numbers and Fractions.
This article examines prospective elementary teachers’ conceptions of unitizing with whole numbers and fraction concepts and operations throughout a semester-long mathematics content course. StudentExpand
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Reflective analysis as a tool for task redesign: The case of prospective elementary teachers solving and posing fraction comparison problems
Abstract Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six differentExpand
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Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics.
TLDR
This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how mathematics and science can be integrated with one another. Expand
Mixing Strategies to Compare Fractions.
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