Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential
 Anne Roche,
 Doug M. Clarke
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This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers were assessed at the beginning and the end of school year (February and October, respectively) on their Mathematical Knowledge for Teaching (MKT), through the use of a questionnaire involving teachers’ responses to hypothetical teaching, planning, or assessment scenarios. We report here the results from one item that assessed teachers’ MKT in relation to representations of division. Results indicated that teachers were more familiar with partitive than quotitive division, and found connecting appropriate story problems with a given form of division difficult. Teachers’ relating their understanding of the forms of division to the context of division by a decimal number was also challenging. There were interesting variations in the data across primary grade levels, particularly in relation to change over time. Professional learning on these topics and other support within the project appeared to improve teachers’ MKT in this area.
Inside
Within this Article
 Mathematical knowledge for teaching
 Measuring mathematical knowledge for teaching
 Student knowledge about division
 Preservice teacher knowledge about division
 Inservice teacher knowledge about division
 Students and story problems in mathematics
 Teachers and story problems in mathematics
 Methodology
 Results
 Discussion
 References
 References
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 Title
 Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential
 Journal

Mathematics Education Research Journal
Volume 25, Issue 2 , pp 257278
 Cover Date
 20130601
 DOI
 10.1007/s1339401200605
 Print ISSN
 10332170
 Online ISSN
 2211050X
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Teacher knowledge
 Mathematical knowledge for teaching
 Teacher professional learning
 Assessment
 Division
 Story problems
 Authors

 Anne Roche ^{(1)}
 Doug M. Clarke ^{(1)}
 Author Affiliations

 1. Australian Catholic University, Melbourne, Australia