PROSPECTIVE ELEMENTARY SCHOOL TEACHERS' LEARNING TRAJECTORY OF THE NUMERATION SYSTEM

This paper reports on a study that investigated an intervention consisting of an inquiry task to facilitate prospective elementary school teachers (PTs) understanding of the numeration system to inform their teaching in helping all students to learn meaning of whole numbers and whole number operations. The focus is on the learning trajectory of the PTs during the intervention and the knowledge they developed. Findings indicate the challenges PTs are likely to encounter in their learning and possibilities of how these challenges can be meaningfully addressed.