Half the base or half the height?: Exploring a student’s justification of ½?×?base?×?height
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Cristina Runnalls [1] ; Dae S. Hong [1]
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[1] California State Polytechnic University, Pomona
California State Polytechnic University, Pomona
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 51, Nº. 4, 2020, págs. 604-613
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The purpose of this work was to explore how elementary pre-service teachers responded to a novel strategy for justifying the triangle area formula. We conducted interviews with 24 pre-service teachers, asking them to evaluate and respond to a hypothetical student strategy for the triangle area. Findings highlighted several interesting struggles our pre-service teacher experienced when assessing the mathematical content of the strategy, as well as differences in pedagogical responses depending on content knowledge. In many cases, pre-service teachers leveraged their understanding towards productive responses, while also grappling with a generalization of the strategy to other contexts. Recommendationsfor supporting preservice teachers in navigating the intersection between content and pedagogical knowledge are discussed.
