International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement
APA
In-text citation: (Chamberlin, 2022)
Reference: Chamberlin, M. (2022). Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement. International Electronic Journal of Mathematics Education, 17(1), em0665. https://doi.org/10.29333/iejme/11469
AMA
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin M. Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement. INT ELECT J MATH ED. 2022;17(1), em0665. https://doi.org/10.29333/iejme/11469
Chicago
In-text citation: (Chamberlin, 2022)
Reference: Chamberlin, Michelle. "Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement". International Electronic Journal of Mathematics Education 2022 17 no. 1 (2022): em0665. https://doi.org/10.29333/iejme/11469
Harvard
In-text citation: (Chamberlin, 2022)
Reference: Chamberlin, M. (2022). Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement. International Electronic Journal of Mathematics Education, 17(1), em0665. https://doi.org/10.29333/iejme/11469
MLA
In-text citation: (Chamberlin, 2022)
Reference: Chamberlin, Michelle "Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement". International Electronic Journal of Mathematics Education, vol. 17, no. 1, 2022, em0665. https://doi.org/10.29333/iejme/11469
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Chamberlin M. Lesson Experiment Cycles: Examining Factors that Affect Prospective Teachers’ Learning of Area Measurement. INT ELECT J MATH ED. 2022;17(1):em0665. https://doi.org/10.29333/iejme/11469

Abstract

For teachers to provide students with meaningful instruction in area measurement, teachers need robust understandings of area. Here, I describe two cycles of a lesson experiment used to investigate prospective teachers’ understandings of area units in an undergraduate mathematics class. For each cycle, I collected and analyzed the prospective teachers’ written work and videotaped class discussions. The first cycle yielded a learning trajectory for helping prospective teachers better understand area units, which led to more teachers attaining the lesson goals in the second cycle. The paper articulates these classroom lessons and the lesson experiment process for fellow mathematics instructors and teacher educators.

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