Skip to main content
Article
Preservice Elementary School Teachers’ Conceptions of Multidigit Whole Numbers
Journal for Research in Mathematics Education (2009)
  • Eva Thanheiser, Portland State University
Abstract

Although preservice elementary school teachers (PSTs) lack the understanding of multidigit whole numbers necessary to teach in ways that empower students mathematically, little is known about their conceptions of multidigit whole numbers. The extensive research on children’s understanding of multidigit whole numbers is used to explicate PSTs’ conceptions of these numbers. A grounded theoretical approach leads to the development of a framework for PSTs’ conceptions of multidigit whole numbers, and that framework facilitates description of their conceptions and their difficulties in the context of the standard algorithms. The framework also enables discussion of the PSTs’ performance in other contexts.

Publication Date
May, 2009
Citation Information
Eva Thanheiser. "Preservice Elementary School Teachers’ Conceptions of Multidigit Whole Numbers" Journal for Research in Mathematics Education Vol. 40 Iss. 3 (2009)
Available at: http://works.bepress.com/eva_thanheiser/10/