Influence of pre-service primary school teachers' prior knowledge of measurement and measurement estimation in solving modelling problems.
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| Title: | Influence of pre-service primary school teachers' prior knowledge of measurement and measurement estimation in solving modelling problems. |
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| Authors: | Segura, C.1 (AUTHOR) carlos.segura@uv.es, Gallart, C.1 (AUTHOR) cesar.gallart@uv.es, Ferrando, I.1 (AUTHOR) irene.ferrando@uv.es |
| Source: | Journal of Mathematics Teacher Education. Apr2026, Vol. 29 Issue 2, p433-458. 26p. |
| Subject Terms: | *Problem solving, *Student teachers, *Teacher education, *Prior learning, Measurement, Mathematical analysis, Magnitude (Mathematics), Mathematical models |
| Abstract: | Modelling is an important mathematical competence in many curricula worldwide, in Secondary education but even in Primary Education. Fermi problems (FPs) are suitable activities for introducing mathematical modelling in Primary Education, as they present a real situation, without data, and ask for an estimate of an unattainable quantity. However, implementing such tasks is challenging for primary school teachers, partly due to some gaps in modelling-specific teacher knowledge. Previous studies show a relationship between pre-service teachers' performance and flexibility in solving FPs. Still, the impact of other factors that may affect performance, particularly prior knowledge of measurement and measurement estimation (M&ME), has not been studied. We aim to characterise pre-service teachers' prior M&ME knowledge and to find out what are the relationships between this knowledge, flexibility and performance in solving FPss. To address this, we present the design and validation of a test on M&ME knowledge that pre-service teachers (PSTs) subsequently took. A cluster analysis based on their answers allowed us to characterise three levels of prior knowledge. In addition, PSTs' flexibility and performance in solving a sequence of FPs was analysed, finding that there are significant differences in performance according to their level of prior M&ME knowledge. However, prior knowledge does not influence flexibility. We further find that PSTs' flexibility and prior M&ME knowledge explain an important part of their performance in solving FPs. The results may help to improve PSTs' instruction on modelling problem-solving. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192925188 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Influence of pre-service primary school teachers' prior knowledge of measurement and measurement estimation in solving modelling problems. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Segura%2C+C%2E%22">Segura, C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> carlos.segura@uv.es</i><br /><searchLink fieldCode="AR" term="%22Gallart%2C+C%2E%22">Gallart, C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cesar.gallart@uv.es</i><br /><searchLink fieldCode="AR" term="%22Ferrando%2C+I%2E%22">Ferrando, I.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> irene.ferrando@uv.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Apr2026, Vol. 29 Issue 2, p433-458. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+analysis%22">Mathematical analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Magnitude+%28Mathematics%29%22">Magnitude (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Modelling is an important mathematical competence in many curricula worldwide, in Secondary education but even in Primary Education. Fermi problems (FPs) are suitable activities for introducing mathematical modelling in Primary Education, as they present a real situation, without data, and ask for an estimate of an unattainable quantity. However, implementing such tasks is challenging for primary school teachers, partly due to some gaps in modelling-specific teacher knowledge. Previous studies show a relationship between pre-service teachers' performance and flexibility in solving FPs. Still, the impact of other factors that may affect performance, particularly prior knowledge of measurement and measurement estimation (M&ME), has not been studied. We aim to characterise pre-service teachers' prior M&ME knowledge and to find out what are the relationships between this knowledge, flexibility and performance in solving FPss. To address this, we present the design and validation of a test on M&ME knowledge that pre-service teachers (PSTs) subsequently took. A cluster analysis based on their answers allowed us to characterise three levels of prior knowledge. In addition, PSTs' flexibility and performance in solving a sequence of FPs was analysed, finding that there are significant differences in performance according to their level of prior M&ME knowledge. However, prior knowledge does not influence flexibility. We further find that PSTs' flexibility and prior M&ME knowledge explain an important part of their performance in solving FPs. The results may help to improve PSTs' instruction on modelling problem-solving. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-025-09685-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 433 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Prior learning Type: general – SubjectFull: Measurement Type: general – SubjectFull: Mathematical analysis Type: general – SubjectFull: Magnitude (Mathematics) Type: general – SubjectFull: Mathematical models Type: general Titles: – TitleFull: Influence of pre-service primary school teachers' prior knowledge of measurement and measurement estimation in solving modelling problems. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Segura, C. – PersonEntity: Name: NameFull: Gallart, C. – PersonEntity: Name: NameFull: Ferrando, I. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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