PROSPECTIVE TEACHERS' ATTENTION TO REALISM AND CONSISTENCY IN A CHILD'S TEMPERATURE STORY

• In Event: POSTER SESSION 1
  In Poster Session: MATHEMATICAL KNOWELDGE FOR TEACHING: POSTER SESSION 1

Description

Prospective elementary and middle school teachers participated in a study where they explored integer addition and subtraction tasks. This paper reports on a task that engaged the prospective teachers in sense making around a child’s temperature story posed for an integer addition number sentence. Seventy-four prospective teachers’ responded to the child’s story, which did not make sense (realism) and did not support a mathematical operation (consistency). Less than half the prospective teachers included realism in their responses and only half referenced consistency. These results indicate that we need to engage prospective teachers in these types of tasks more.

Authors

• Nicole M. Wessman-Enzinger, George Fox University

• Dana Olanoff, Widener University

• Jennifer M. Tobias, Illinois State University