Preservice Teachers' Knowledge Mobilized in Solving Area Tasks
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| Title: | Preservice Teachers' Knowledge Mobilized in Solving Area Tasks |
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| Language: | English |
| Authors: | Caviedes, Sofía (ORCID |
| Source: | Journal on Mathematics Education. 2023 14(1):35-54. |
| Availability: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Mathematics Instruction, Problem Solving, Preservice Teachers, Pedagogical Content Knowledge, Mathematical Formulas, Models, Teacher Education Programs, Correlation, Geometric Concepts, Semiotics, Elementary School Teachers, Geometry, Measurement, Mathematics Teachers |
| ISSN: | 2087-8885 2407-0610 |
| Abstract: | Studies that address preservice teachers' knowledge of area measurement emphasize their lack of knowledge and their tendency towards the use of formulas, without offering a body of knowledge that helps to address such difficulties. This study offers an approximation of the mathematical knowledge necessary for preservice teachers to solve area tasks. For this, the Mathematics Teacher's Specialized Knowledge model is used with emphasis on the subdomain of Knowledge of Topics and Knowledge of the Structure of Mathematics. Preservice teachers' resolutions and written justifications are analyzed using qualitative and quantitative tools. The results indicate that those resolutions that manage to mobilize mathematical knowledge are associated with the joint mobilization of different procedures, properties, and geometric principles. Results also indicate that the strategic coordination between different registers of representation allows Preservice Teachers to mobilize categories of specialized knowledge and establishing connections with other mathematical contents. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1382278 |
| Database: | ERIC |
| Abstract: | Studies that address preservice teachers' knowledge of area measurement emphasize their lack of knowledge and their tendency towards the use of formulas, without offering a body of knowledge that helps to address such difficulties. This study offers an approximation of the mathematical knowledge necessary for preservice teachers to solve area tasks. For this, the Mathematics Teacher's Specialized Knowledge model is used with emphasis on the subdomain of Knowledge of Topics and Knowledge of the Structure of Mathematics. Preservice teachers' resolutions and written justifications are analyzed using qualitative and quantitative tools. The results indicate that those resolutions that manage to mobilize mathematical knowledge are associated with the joint mobilization of different procedures, properties, and geometric principles. Results also indicate that the strategic coordination between different registers of representation allows Preservice Teachers to mobilize categories of specialized knowledge and establishing connections with other mathematical contents. |
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| ISSN: | 2087-8885 2407-0610 |
