Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Author:

Caylan Ergene BusraORCID,Isiksal Bostan MineORCID

Publisher

Bastas Publications

Subject

Education

Reference53 articles.

1. An, S., & Wu, Z. (2012). Enhancing mathematics teachers’ knowledge of students’ thinking from assessing and analysis misconceptions in homework. International Journal of Science and Mathematics Education, 10, 717-753. https://doi.org/10.1007/s10763-011-9324-x

2. Baldinger, E. E. (2019). Reasoning about student written work through self-comparison: How pre-service secondary teachers use their own solutions to analyze student work. Mathematical Thinking and Learning, 22(1), 56-78, https://doi.org/10.1080/10986065.2019.1624930

3. Barrett, J. E., Clements, D. H., & Sarama, J. (2017). Children’s measurement: A longitudinal study of children’s knowledge and learning of length, area, and volume (JRME Monograph No. 16). National Council of Teachers of Mathematics.

4. Barrett, J. E., Clements, D. H., Klanderman, D., Pennisi, S. J., & Polaki, M. V. (2006). Students’ coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement. Journal for Research in Mathematics Education, 37(3), 187-221.

5. Battista, M. T. (2003, July). Levels of sophistication in elementary students’ reasoning about length [Paper presentation]. 27th annual conference of the International Group for the Psychology of Mathematics Education, Honolulu, HI.

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