Journal article
Examining elementary preservice teachers’ content knowledge of area and volume
International journal of mathematical education in science and technology, Vol.57(5), pp.987-1006
05/2026
DOI: 10.1080/0020739X.2025.2521344
Abstract
This study explored elementary pre-service teachers’ (PSTs) content knowledge in area and volume measurements. Written pre-assessments and follow-up interviews were conducted with 26 PSTs to understand PSTs’ responses to area and volume tasks. The results show that PSTs predictably preferred procedural strategies; however, they were not able to identify and use procedures correctly without conceptual strategies. Our results also show interesting patterns and challenges that can be addressed in mathematics teacher education. Recommendations for supporting elementary mathematics teacher education classes design are discussed.
Details
- Title: Subtitle
- Examining elementary preservice teachers’ content knowledge of area and volume
- Creators
- Dae S. Hong - University of IowaLi Zhu - University of Iowa
- Resource Type
- Journal article
- Publication Details
- International journal of mathematical education in science and technology, Vol.57(5), pp.987-1006
- DOI
- 10.1080/0020739X.2025.2521344
- ISSN
- 0020-739X
- eISSN
- 1464-5211
- Publisher
- TAYLOR & FRANCIS LTD
- Language
- English
- Electronic publication date
- 07/24/2025
- Date published
- 05/2026
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984927216602771
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