AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin M, Candelaria MS. Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment. Int Elect J Math Ed. 2014;9(2), 113-134.
APA 6th edition
In-text citation: (Chamberlin & Candelaria, 2014)
Reference: Chamberlin, M., & Candelaria, M. S. (2014). Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment. International Electronic Journal of Mathematics Education, 9(2), 113-134.
Chicago
In-text citation: (Chamberlin and Candelaria, 2014)
Reference: Chamberlin, Michelle, and Megan Schnorenberg Candelaria. "Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment". International Electronic Journal of Mathematics Education 2014 9 no. 2 (2014): 113-134.
Harvard
In-text citation: (Chamberlin and Candelaria, 2014)
Reference: Chamberlin, M., and Candelaria, M. S. (2014). Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment. International Electronic Journal of Mathematics Education, 9(2), pp. 113-134.
MLA
In-text citation: (Chamberlin and Candelaria, 2014)
Reference: Chamberlin, Michelle et al. "Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment". International Electronic Journal of Mathematics Education, vol. 9, no. 2, 2014, pp. 113-134.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin M, Candelaria MS. Investigating Area and Volume Instruction for Prospective Teachers: A Lesson Experiment. Int Elect J Math Ed. 2014;9(2):113-4.
Abstract
A lesson experiment was used to investigate how instruction impacted prospective elementary teachers' conceptual understandings of area and volume. Data sources included ten prospective teachers' work on a measurement pre-assessment, lesson activities, and three post-assessments as well as audio recordings of lesson activities. The qualitative analysis consisted of two steps: a "real-time" analysis within the constraints of the week surrounding the lesson and an "intensive-delayed" constant-comparative analysis over the next several months. Findings revealed the prospective teachers enhanced their understandings of area and volume. The lesson experiment led to instructional recommendations for improving the lesson in the future, such as the need to address prospective teachers‟ formulaic tendencies, interpretations about basic units, and perceptions of area and volume measurements as linear quantities. Implications include the value of lesson experiments as an iterative process to contribute to the shared knowledge base of mathematics teacher educators.