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RESEARCH PAPER
Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations
1
West Virginia University, Morgantown, WV, USA
2
Texas Tech University, Lubbock, TX, USA
Online publication date: 2023-04-14
Publication date: 2023-06-01
EURASIA J. Math., Sci Tech. Ed 2023;19(6):em2276
KEYWORDS
pre-service teachersvideo analysismathematics connectionshorizon knowledgebackward conceptual connectionforward conceptual connection
ABSTRACT
Horizon mathematics knowledge, i.e., teachers’ understanding of how various mathematical
topics are interrelated, can help mathematics teachers organize the discrete parts of mathematical
content to develop coherent teaching lessons. For example, when teaching whole number
addition and subtraction, connections to concepts such as base-10 concepts and the inverse
relationship between addition and subtraction could help students solve the addition and
subtraction problem better. Thus, teacher training programs have been increasingly promoting
this knowledge among pre-service teachers (PSTs) to help them enhance their teaching skills and
better prepare them for future teaching. However, little is known about what kind of horizontal
knowledge PSTs have developed and how well they utilize it in their teachings. By analyzing video
presentations of 43 elementary PSTs, this study examined their horizon mathematics knowledge
related to backward and forward conceptual connections of whole number addition and
subtraction concepts. The findings revealed that PSTs tend to make connections with previously
learned mathematics concepts (i.e., backward conceptual connections) but pay relatively less
attention to connecting with other relevant mathematics concepts students will learn in future
grades (i.e., forward conceptual connections). In addition, the findings showed that PSTs displayed
various types of inaccuracies when connecting base-10 place value and regrouping. These
findings offer important insights for teacher training programs to adapt their mathematic method
courses to help PSTs improve their horizontal knowledge and proactively address inaccuracies
observed in the present study.
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