Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Using Robots To Teach Mathematics To First-Grade Students: Preservice Teachers’ Perspectives, Alyssa Argila, Maryssa Leventhal
Using Robots To Teach Mathematics To First-Grade Students: Preservice Teachers’ Perspectives, Alyssa Argila, Maryssa Leventhal
Transformations: Research Papers
Helping preservice teachers develop positive attitudes toward using new pedagogical practices requires engaging them in professional learning and teaching practice. In this study, 16 preservice teachers engaged in an intervention that focused on integrating robots to teach mathematics to a group of first-grade students. The mathematical tasks engaged first-grade students with concepts such as counting, addition, subtraction, and identifying patterns. After the teaching experience, the preservice teachers responded to five open-ended questions that elicited their perceptions of using robots to teach mathematics to first-grade students. We conducted qualitative content analysis of teachers’ responses to identify common trends regarding teaching mathematics …
Preservice Teachers’ Strategies For Interpreting Fractions Represented In Discrete And Continuous Models, Victoria Webster
Preservice Teachers’ Strategies For Interpreting Fractions Represented In Discrete And Continuous Models, Victoria Webster
Transformations: Research Papers
Teaching and learning fractions have been a focus of research in mathematics education for decades. Current practices of teaching fractions emphasize the partitioning perspective, or part-whole, to conceptualize fractions. Another approach to teaching fractions is measurement. The part-whole approach limits students’ conceptualization of fractions and impedes learning improper fractions, whereas the measurement approach has the potential to overcome these difficulties and supports learning improper fractions. In this study, 55 preservice teachers engaged in an intervention to reexamine fractions using a measurement perspective. Before and after the intervention, the preservice teachers were asked to interpret proper and improper fractions using discrete …