Examining Preservice Teachers' Responses to Area Conservation Tasks

Autor/inn/en	Hong, Dae S.; Runnalls, Cristina
Titel	Examining Preservice Teachers' Responses to Area Conservation Tasks
Quelle	In: School Science and Mathematics, 120 (2020) 5, S.198-208 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Dae S.) ORCID (Runnalls, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Preservice Teachers; Elementary School Teachers; Student Attitudes; Conservation (Concept); Knowledge Level; Mathematics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Konservierung; Wissensbasis; Mathematik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01