A study of strategies used by pre-service teachers when responding to number sense problems

• Main Authors: Ling-Yu Wang, 王菱玉
• Other Authors: 楊德清
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/62994719394457090472

碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === The purposes of this study were to investigate the problem-solving strategies used by pre-service teachers when responding to number sense question, and to investigate the difference between the students who major in mathematics education and social science education. Researcher designed twelve number sense questions consulting relative literature as research instruments and interviewed 15 pre-service teachers. The interview results indicated that: 1.The best performance of these pre-service teachers was on the understanding the meaning of numbers. 2.Few pre-service teachers have number sense ability. 3.Most pre-service teachers tended to use standard written algorithms when responded to interview questions. 4.Learning experience affected the performance of pre-service teachers. 5.The performance of the pre-service teachers in mathematics education was better than the pre-service teachers in social science education. According to the conclusions, research addressed some suggestions as following: 1.Pre-service teachers should improve the ability of number sense. The topic of number sense should be integrated into mathematics teaching course in the teacher training curriculum. 2.Teachers shouldn’t emphasize algorithms and formulas excessively when teaching mathematics. 3.In the future study, in-service teachers can be the samples. Besides, an experimental study can be used to investigate the difference between the class that takes the number sense course and the class that doesn’t take the number sense course.