| Title: |
An Atypical Approach to Improve Typical Issues with Pre-Service Teachers' Geometric Shape Knowledge |
| Language: |
English |
| Authors: |
Nurnberger-Haag, Julie; Singh, Rashmi; Wernet, Jamie L. |
| Source: |
Issues in the Undergraduate Mathematics Preparation of School Teachers. Jul 2020 1. |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teachers; Geometric Concepts; Knowledge Level; Teaching Methods; Student Attitudes; Class Activities; Mathematics Instruction; Childrens Literature |
| ISSN: |
2165-7874 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1269443 |
| Database: |
ERIC |