A Causal-Comparative Study of South African Pre-Service Primary Mathematics Teachers' Spatial Visualization Ability: Does Common Content Knowledge Matter?
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| Title: | A Causal-Comparative Study of South African Pre-Service Primary Mathematics Teachers' Spatial Visualization Ability: Does Common Content Knowledge Matter? |
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| Language: | English |
| Authors: | Shongwe, Benjamin (ORCID |
| Source: | International Journal of Mathematical Education in Science and Technology. 2022 53(9):2338-2363. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Mathematics Skills, Pedagogical Content Knowledge, Spatial Ability, Visualization, Mathematics Teachers, Teaching Methods, Comparative Analysis, Preservice Teachers, Teacher Education Programs, Elementary School Teachers, Misconceptions, Foreign Countries |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/0020739X.2020.1869333 |
| ISSN: | 0020-739X 1464-5211 |
| Abstract: | This study used a modified mathematical knowledge for teaching (MKT) framework to compare the "common content knowledge" (CCK) of two groups of purposively selected pre-service primary mathematics teachers (n = 86) in relation to spatial visualization. Specifically, thirty-five pre-service teachers (n[subscript 1] = 35) with a pure school mathematics background and fifty-one pre-service teachers (n[subscript 2] = 51) with a high school mathematical literacy background worked on problems that involved spatial objects, their properties and relationships. The responses of pre-service teachers with a mathematical literacy content background to the "Surface Development Test" (SDT) were significantly different from their counterparts' which suggested that their CCK in relation to spatial visualization was thin. Analysis of the "Probes" questionnaire which inquired about the pre-service teachers' views on the concept of spatial visualization showed that misconceptions hindered their performance. Future research directions are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1367167 |
| Database: | ERIC |
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| Abstract: | This study used a modified mathematical knowledge for teaching (MKT) framework to compare the "common content knowledge" (CCK) of two groups of purposively selected pre-service primary mathematics teachers (n = 86) in relation to spatial visualization. Specifically, thirty-five pre-service teachers (n[subscript 1] = 35) with a pure school mathematics background and fifty-one pre-service teachers (n[subscript 2] = 51) with a high school mathematical literacy background worked on problems that involved spatial objects, their properties and relationships. The responses of pre-service teachers with a mathematical literacy content background to the "Surface Development Test" (SDT) were significantly different from their counterparts' which suggested that their CCK in relation to spatial visualization was thin. Analysis of the "Probes" questionnaire which inquired about the pre-service teachers' views on the concept of spatial visualization showed that misconceptions hindered their performance. Future research directions are discussed. |
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| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2020.1869333 |
