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Eva Thanheiser 《Educational Studies in Mathematics》2010,75(3):241-251
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard place-value-operation
tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and
provided a four-category framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated
for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect
views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts
(i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task). 相似文献
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Eva Thanheiser Dana Olanoff Amy Hillen Ziv Feldman Jennifer M. Tobias Rachael M. Welder 《Journal of Mathematics Teacher Education》2016,19(2-3):123-148
Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of comparing fractions using reasoning and sense-making. By presenting results of their implementation of two tasks with 63 prospective elementary teachers across three institutions and their reflective analysis of the implementation, the authors highlight the importance of collecting and analyzing data and reflecting on this analysis to inform the redesign of tasks. The authors also found that considering different types of tasks (problem solving vs. problem posing) helps illuminate different aspects of prospective elementary teachers' understanding, which can inform task redesign. Finally the authors contribute to the knowledge base on reasoning strategies for comparing fractions and prospective elementary teachers’ knowledge of these strategies. 相似文献
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Thanheiser Eva Melhuish Kathleen Sugimoto Amanda Rosencrans Brenda Heaton Ruth 《Educational Studies in Mathematics》2021,107(2):285-314
In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content. We illustrate the potential of integrating these frameworks via analysis of two lessons that, while sharing surface level similarities, are profoundly different when considering the complexities of a classroom focused on justifying. We found that this integrated comparison across all dimensions (rather than focusing on just one or two) was a useful way to compare lessons with respect to a classroom culture that is characterized by students engaging in justifying.
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Selina Yasemin Thanheiser Sven Grashey-Jansen Georg Armbruster 《Sports Engineering》2018,21(4):367-377
Understanding the surface hardness of soccer fields is essential to evaluate the risk of injury and also its influence on the playing behavior of soccer players. In this context, newly developed hybrid turf systems have to be tested for their surface hardness with regard to the increased risk of injury on hard sports surfaces. The hardness of a soccer field can be quantitatively measured using an apparatus with a cylindrical weight that is dropped from a defined height. Since this procedure was first used for road construction, there are few studies investigating its use on sports grounds. This has led to inconsistencies in methodology and the absence of evaluation guidelines for classifying the hardness of soccer fields. This paper considers how turf systems (natural turf and hybrid turf) differ in their hardness and how this method can be used for different soccer turf systems. Natural turf systems, stitched turf systems, hybrid turf-bearing layer systems and woven mat systems were investigated. The assessment results from a comparative representation of hardness values of different soccer fields. By comparison, natural turf systems were found to be the softest, while woven mat systems were the hardest. Furthermore, the parameters that might affect the hardness were investigated. The influence of the measured soil parameters decreases with an increasing number of measurements per measuring point. Turf system-specific correlations make it possible to reduce the amount of measurement effort. 相似文献
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