Pedagogical connections in debating division with student teachers.
Published In: Mathematics Teaching, 2026, n. 299. P. 29 1 of 3
Database: Academic Search Ultimate 2 of 3
Authored By: Gear, Rebekah 3 of 3
Abstract
The article focuses on Rebekah Gear’s reflection on student teachers’ understanding of division structures, specifically the distinction between quotitive and partitive division. Using the NCETM Primary Mathematics Subject Knowledge Audit, the session encouraged students to classify division problems, debate pedagogical choices, and connect verbal explanations with graphical and manipulative representations. This process exemplified Haylock and Cockburn’s connective model, highlighting the interplay between language, symbols, and concrete resources in developing mathematical understanding and teaching practice. The experience shifted student teachers’ perspectives toward designing meaningful learning experiences rather than merely conveying content. [Extracted from the article]
Additional Information
- Source:Mathematics Teaching. 2026/03, Issue 299, p29
- Document Type:Article
- Subject Area:Mathematics
- Publication Date:2026
- ISSN:0025-5785
- Accession Number:192135859
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