Artefacts and utilization schemes in mathematics teacher education: place value in early childhood education |
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| Authors: | Maria G Bartolini Bussi |
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| Institution: | (1) Faculty of Education, Universit? di Modena e Reggio Emilia, Via Allegri, 9, 42121 Reggio Emilia, Italy |
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| Abstract: | In this article, I discuss a case of pre-primary and primary school teacher education concerning place value in number representation.
In primary school (in Italy, in grades 1 and 2), the topic is usually introduced by means of manipulatives (for instance,
abaci and base ten blocks). But it is well known that no artefact is transparent for mathematical meaning, unless the social
practices of the mathematics classroom, initiated by the teacher, are effective. The aim of this study is to report on tasks
given in a four-session (16 h) workshop for 27 prospective pre-primary and primary school teachers, where the use of artefacts
in learning place value in base ten was tackled, within a suitable theoretical framework. Different sessions of the workshop
are analysed, focusing on tasks related to different components of mathematics knowledge for teaching. Effectiveness for professional
growth is reported, quoting documents written by students and by external evaluators. In a final paragraph, the implication
for pre-primary school teacher education is addressed. |
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