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Preservice Teachers' Use of Mathematics Pedagogy to Conceptualize Distortion in World Maps

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Title: Preservice Teachers' Use of Mathematics Pedagogy to Conceptualize Distortion in World Maps
Language: English
Authors: An, Song A., Cashman, Timothy G., Tillman, Daniel
Source: Journal of International Social Studies. 2022 12(2):1-21.
Availability: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Geography, Teaching Methods, Geometric Concepts, Mathematical Logic, Social Studies, Maps, Learning Activities, Experiential Learning, Student Centered Learning, Educational Technology, Map Skills, Interdisciplinary Approach, Student Attitudes, Elementary Education, Mathematics Education
ISSN: 2327-3585
Abstract: This research study focuses on preservice teachers' (n=66) inspection of pedagogical connections between geography and geometrical reasoning. The aim of this study was to empirically investigate the use of mathematical analysis to enrich the social studies topics of the distortion of country sizes on the world map. The analysis of data collected from the 66 participants generated seven specific pedagogical strategies and covered nine identified mathematics and social studies topics during their lesson concepts for introducing the world map to elementary students. Results from this study reveal that after being corrected regarding this misconception, the participating preservice teachers were successful in developing learning activities to address this topic, employing student-centered strategies including technology-based, paper-based, hands-on, and feet-on approaches.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370198
Database: ERIC
FullText Text:
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  Data: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
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  Data: This research study focuses on preservice teachers' (n=66) inspection of pedagogical connections between geography and geometrical reasoning. The aim of this study was to empirically investigate the use of mathematical analysis to enrich the social studies topics of the distortion of country sizes on the world map. The analysis of data collected from the 66 participants generated seven specific pedagogical strategies and covered nine identified mathematics and social studies topics during their lesson concepts for introducing the world map to elementary students. Results from this study reveal that after being corrected regarding this misconception, the participating preservice teachers were successful in developing learning activities to address this topic, employing student-centered strategies including technology-based, paper-based, hands-on, and feet-on approaches.
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      – Text: English
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        PageCount: 21
        StartPage: 1
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Geography
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Geometric Concepts
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      – SubjectFull: Mathematical Logic
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Educational Technology
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      – SubjectFull: Map Skills
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Elementary Education
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      – SubjectFull: Mathematics Education
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      – TitleFull: Preservice Teachers' Use of Mathematics Pedagogy to Conceptualize Distortion in World Maps
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