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Online Submission, Paper presented to the American Educational Research Association: Brain, Neuroscience, and Education SIG. (New York, NY, Apr 16, 2009)

A widely recognized concern in elementary school mathematics education is that teachers' understanding of the mathematical curricular content generally appears quite fragmented, sparsely connected, and procedurally oriented. This pilot study applies methods of educational neuroscience to investigate and improve preservice teachers' learning and understanding of whole number and rational number division and connections between the two using a Computer Enhanced Mathematics Learning Environment (CEMLE) called DivFact that enables learners to explore the conceptual and procedural connections between whole number and rational number division. The goal in this research is to investigate aspects of preservice teachers' use of DivFact from different theoretical perspectives pertaining to computer-enhanced graphical and symbolic representations of whole number and rational number division. Specific objectives include determining what kinds of learning styles are manifest through the use of DivFact; how effective is DivFact in helping learners to understand division; and in what ways can the design of this CEMLE be improved. An important counterpart of this research is developing and applying methods of educational neuroscience toward this end. (Contains 3 figures.)

Descriptors: Preservice Teachers, Elementary School Mathematics, Mathematics Education, Numbers, Teaching Methods, Arithmetic, Computation, Preservice Teacher Education, Pedagogical Content Knowledge, Mathematics Instruction, Computer Assisted Instruction, Mathematical Concepts, Cognitive Style, Cognitive Science, Computer Software Evaluation, Instructional Effectiveness, Educational Technology





Autor: Campbell, Stephen R.; Cimen, O. Arda; Handscomb, K.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2916&id=ED505739



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