An Atypical Approach to Improve Typical Issues with Pre-Service Teachers' Geometric Shape Knowledge

Autor/inn/en	Nurnberger-Haag, Julie; Singh, Rashmi; Wernet, Jamie L.
Titel	An Atypical Approach to Improve Typical Issues with Pre-Service Teachers' Geometric Shape Knowledge
Quelle	In: Issues in the Undergraduate Mathematics Preparation of School Teachers, 1 (2020), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-7874
Schlagwörter	Preservice Teachers; Geometric Concepts; Knowledge Level; Teaching Methods; Student Attitudes; Class Activities; Mathematics Instruction; Childrens Literature + Suchen Sie Ihr Suchwort? Elementare Geometrie; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Mathematics lessons; Mathematikunterricht; 'Children''s literature'; Kinderliteratur
Abstract	Although geometric shape content should be mastered by early high school, many pre-service teachers (PSTs), particularly those in elementary and special education, have limited yet deeply engrained shape concepts. This poses challenges for how to teach shape concepts in content courses for PSTs. Thus, this study tested an approach atypical for a content course. PSTs' positive perceptions of this 40-minute activity and the specific ways their content knowledge did and did not change were reported. The results could influence instruction of mathematics content courses for PSTs in powerful ways with minimal time as well as open research opportunities. (As Provided).
Anmerkungen	Department of Mathematics and Statistics, Texas Tech University. Broadway and Boston, Lubbock, TX 79409-1042. Tel: 806-742-2566; Fax: 806-742-1112; e-mail: math.dept@ttu.edu; Web site: http://www.k-12prep.math.ttu.edu/journal/journal.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01