Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F24%3A10490327" target="_blank" >RIV/00216208:11320/24:10490327 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=2f-bcCewfJ" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=2f-bcCewfJ</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jmathb.2024.101174" target="_blank" >10.1016/j.jmathb.2024.101174</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study

Popis výsledku v původním jazyce

Early algebra can prepare elementary students for the transition they will need to make from arithmetic and algebra. Although teacher preparation programs emphasize the teaching of early algebra, research on how to prepare elementary pre-service teachers (PSTs) to teach early algebra is still scarce. The replication study reported in this article was a conceptual replication study designed to examine Iranian PSTs&apos; reasoning about pre-symbolic early algebra by looking at what was more, somewhat, and less challenging. The aims of the replication study aligned with the original study (Hohensee, 2017). Results from the replication study show that participating PSTs (N = 15) found the early algebra approach to variables and functions more challenging, indeterminable unknowns somewhat challenging, and equivalence and equations less challenging. We make comparisons with the original study, as well as offer implications and suggestions for preparing PSTs to teach early algebra.

Název v anglickém jazyce

Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study

Popis výsledku anglicky

Early algebra can prepare elementary students for the transition they will need to make from arithmetic and algebra. Although teacher preparation programs emphasize the teaching of early algebra, research on how to prepare elementary pre-service teachers (PSTs) to teach early algebra is still scarce. The replication study reported in this article was a conceptual replication study designed to examine Iranian PSTs&apos; reasoning about pre-symbolic early algebra by looking at what was more, somewhat, and less challenging. The aims of the replication study aligned with the original study (Hohensee, 2017). Results from the replication study show that participating PSTs (N = 15) found the early algebra approach to variables and functions more challenging, indeterminable unknowns somewhat challenging, and equivalence and equations less challenging. We make comparisons with the original study, as well as offer implications and suggestions for preparing PSTs to teach early algebra.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Mathematical Behavior

ISSN

0732-3123

e-ISSN

1873-8028

Svazek periodika

2024

Číslo periodika v rámci svazku

0732-3123

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

001262422200001

EID výsledku v databázi Scopus

2-s2.0-85197557791