Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Daniela Assmus, Nina Bohlmann, Kerstin Bräuning, Caren Feskorn, Torsten Fritzlar, Heike Hahn, Simone Reinhold, Denise Resche
Leipzig University
⬇ Download PDFTeachers’ specialized content knowledge on arithmetic operations is considered to play a meaningful role for teaching as learners’ development depends on their teachers’ understanding of relevant concepts, especially concerning the variety of strategies and representations for multiplication. This paper reports on a study with 863 preservice primary teachers from three different universities at the beginning of their university studies for teaching mathematics, using a written survey. Results of the study which included drawing tasks and tasks requiring preservice teachers’ comments, illustrate a surprisingly wide variety of iconical representations, and moreover reveal the novices’ challenges in finding corresponding comments to their drawings. Implications and obstructive details from the results are discussed.
preservice teachersmultiplicationrepresentationsdrawingscomments