Half the base or half the height?: Exploring a student's justification of ½ × base × height. Issue 4 (18th May 2020)

• Record Type: Journal Article
• Authors: Runnalls, Cristina; Hong, Dae S.
• Is Part Of: International journal of mathematical education in science and technology. Volume 51:Issue 4(2020)
• Page Start: 604
• Page End: 613
• Publication Date: 2020-05-18
• Subjects: pre-service teacher education -- geometry & measurement -- teacher knowledge -- justification; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2019.1576928
• Languages: English
• ISSNs: 0020-739X

Abstract

ABSTRACT: The purpose of this work was to explore how elementary pre-service teachers responded to a novel strategy for justifying the triangle area formula. We conducted interviews with 24 pre-service teachers, asking them to evaluate and respond to a hypothetical student strategy for the triangle area. Findings highlighted several interesting struggles our pre-service teacher experienced when assessing the mathematical content of the strategy, as well as differences in pedagogical responses depending on content knowledge. In many cases, pre-service teachers leveraged their understanding towards productive responses, while also grappling with a generalization of the strategy to other contexts. Recommendations for supporting pre-service teachers in navigating the intersection between content and pedagogical knowledge are discussed.