Quantitative Reasoning With Measurement Division, Magnitude, and Partitioning Operation

• In Event: 18.058 - MTCC Roundtable Session Four
  In Roundtable Session: 18.058-2 - Rethinking Math Quantitatively

Abstract

Understanding measurement division quantitatively is crucial in middle grades algebraic reasoning, especially proportional reasoning. To investigate preservice teachers’ understanding of measurement division quantitatively, four one-hour clinical interviews with 10 middle grades preservice teachers were conducted, and participants were organized by their levels of multiplicative reasoning. The data was analyzed in terms of magnitude (Thompson et al., 2014) and underlying cognitive operations. As a part of a larger project, this research presents one of the preservice teacher participants working on tasks designed to test her construction of magnitude in the context of measurement division and her limitations regarding her cognitive operations. The implications of this study can contribute to the development of curricula in primary school and teacher education programs.

Author

• Eun Jung, University of Georgia