RICHNESS AND COMPLEXITY OF TEACHING DIVISION: PROSPECTIVE ELEMENTARY TEACHERS'ROLEPLAYING ON A DIVISION WITH REMAINDER

Maheux, Jean-François et Lajoie, Caroline (2013). « RICHNESS AND COMPLEXITY OF TEACHING DIVISION: PROSPECTIVE ELEMENTARY TEACHERS'ROLEPLAYING ON A DIVISION WITH REMAINDER », dans Proceedings of the Eighth Congress of European Research in Mathematics Education (CERME 8) (Eighth Congress of European Research in Mathematics Education (CERME 8), Manavgat-Side, Antalya - Turkey, 6-10 February 2013), sous la dir. de Ubuz, Behiye; Haser, Çiğdem et Mariotti, Maria Alessandra. Ankara, Turkey, Middle East Technical University, pp. 3155-3164.

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Résumé

Division, one of the most difficult topics to teach in elementary mathematics, is rarely examined from the perspective of student teachers engaging with peers and making use of mathematical or pedagogical knowledge in teacher-pupil interaction. In this paper, we examine prospective elementary teachers preparing, realizing and discussing a role-play on division with remainder. Using the concept of “structure of attention”, we offer a positive understanding of prospective teachers’ performances in terms of navigating the richness and complexity of teaching division.

Type:	Communication, article de congrès ou colloque
Mots-clés ou Sujets:	Division, teacher-pupil interaction, teaching, elementary mathematics
Unité d'appartenance:	Faculté des sciences > Département de mathématiques
Déposé par:	Jean-François Maheux
Date de dépôt:	04 mai 2016 14:28
Dernière modification:	19 mai 2016 19:36
Adresse URL :	http://archipel.uqam.ca/id/eprint/8410

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