Journal article
Examining preservice teachers' responses to area conservation tasks
School science and mathematics, Vol.120(5), pp.262-272
05/01/2020
DOI: 10.1111/ssm.12409
Abstract
The purpose of this work was to explore how elementary preservice teachers responded to area conservation tasks. We administered written pre-assessments, followed by semi-structured interviews with 23 preservice teachers, asking them to respond to and reason with area conservation tasks. Findings highlighted several interesting preservice teachers' struggles when assessing area conservation tasks. In many cases, preservice teachers exhibited struggles similar to students, especially with regards to the justification of their area conservation claims. We provide recommendations to assist preservice teachers in their development of mathematical content knowledge in their teacher education programs, so that in the future they may better plan area lessons that promote procedural fluency from conceptual understanding in area measurement.
Details
- Title: Subtitle
- Examining preservice teachers' responses to area conservation tasks
- Creators
- Dae S. Hong - University of IowaCristina Runnalls - California State Polytechnic University
- Resource Type
- Journal article
- Publication Details
- School science and mathematics, Vol.120(5), pp.262-272
- Publisher
- Wiley
- DOI
- 10.1111/ssm.12409
- ISSN
- 0036-6803
- eISSN
- 1949-8594
- Number of pages
- 11
- Language
- English
- Date published
- 05/01/2020
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371291202771
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