caa a22 4500 606187995 CHVBK 20210128100843.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s10857-014-9272-9 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9272-9 Thanheiser Eva Portland State University, Portland, OR, USA aut Developing prospective teachers' conceptions with well-designed tasks: explaining successes and analyzing conceptual difficulties [Elektronische Daten] [Eva Thanheiser] Several researchers have documented prospective teachers' (PTs') conceptions of various mathematical topics. However, less is known about how PTs' conceptions develop. To address this gap, I designed two tasks with the goals of addressing the PTs' initial conceptions of multidigit whole numbers and helping them develop more sophisticated ones. I examined how PTs' conceptions changed while working on these tasks in two settings (a teaching experiment with 6 PTs and a mathematics methods course with 33 PTs) and modified the tasks on the basis of the results. Consistent with prior findings, this study showed that PTs entered with limited conceptions. This study showed further that (a) well-designed tasks (addressing the PTs' incoming conceptions as well as focusing on the desired conceptions) can help PTs develop content knowledge, (b) conceptual difficulties may persist even with well-designed tasks, and (c) artifacts of children's mathematical thinking can be used to develop mathematical content knowledge. Instructional implications are discussed. Springer Science+Business Media Dordrecht, 2014 Prospective teacher nationallicence Teacher education nationallicence Content knowledge nationallicence Whole number nationallicence Place value nationallicence Task design nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 141-172 1386-4416 18:2<141 2015 18 10857 https://doi.org/10.1007/s10857-014-9272-9 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9272-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Thanheiser Eva Portland State University, Portland, OR, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/2(2015-04-01), 141-172 1386-4416 18:2<141 2015 18 10857