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This paper presents the results of a study that examined how preservice teachers used the Internet to find information that would help them better understand one of the Common Core Standards around the Pythagorean Theorem. A brief review of the research around the participants' search strategies, and content understanding is presented first. The connections between the searching strategies used, and the form and quality of the mathematical connections made is the focus of this paper. [ABSTRACT FROM AUTHOR]

Research has illustrated that prospective teachers struggle to construct word problems for integer operations. This paper extends the current research by examining the ways in which four classes of prospective teachers responded to a child's temperature story for an integer addition number sentence (i.e., -9 + -6 = ☐). One hundred prospective teachers responded to whether they believed that the story matched the number sentence and provided justification for their reasoning. The child's story, an actual story posed by a Grade 5 student, did not utilize temperature realistically (realism), nor was it consistent with the given number sentence (consistency). The results indicated that when prospective teachers were asked to evaluate the child's story, they tended to either focus on realism or consistency, but not both. Benefits of using children's thinking during instruction as well as implications for research are discussed. [ABSTRACT FROM AUTHOR]

The article discusses a study on pre-service teachers' perception of problem-posing in relation to their generation of a fraction multiplication word problem. The study also examined the use of metaphors by pre-service teachers in describing problem-posing. It involved 96 pre-service teachers who participated in elementary teacher preparation programs.