Preservice elementary teachers' knowledge for teaching the associative property of multiplication: A preliminary analysis Academic Article

abstract

• This study examines preservice elementary teachers' (PTs) knowledge for teaching the associative property (AP) of multiplication. Results reveal that PTs hold a common misconception between the AP and commutative property (CP). Most PTs in our sample were unable to use concrete contexts (e.g., pictorial representations and word problems) to illustrate AP of multiplication conceptually, particularly due to a fragile understanding of the meaning of multiplication. The study also revealed that the textbooks used by PTs at both the university and elementary levels do not provide conceptual support for teaching AP of multiplication. Implications of findings are discussed. 2012 Elsevier Inc.

authors

• Capraro, Mary

published proceedings

• JOURNAL OF MATHEMATICAL BEHAVIOR

author list (cited authors)

• Ding, M., Li, X., & Capraro, M. M.

citation count

• 14

complete list of authors

• Ding, Meixia||Li, Xiaobao||Capraro, Mary M

publication date

• January 2013

publisher

• Elsevier  Publisher

published in

• The Journal of Mathematical Behavior  Journal

keywords

• Knowledge For Teaching
• Preservice Elementary Teachers
• Textbooks
• The Associative Property Of Multiplication

Digital Object Identifier (DOI)

• 10.1016/j.jmathb.2012.09.002

start page

• 36

end page

• 52

volume

• 32

issue

• 1

URL

• http%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.jmathb.2012.09.002