Trainee primary teachers' knowledge of geometry for teaching


Jones, Keith, Mooney, Claire and Harries, Tony (2002) Trainee primary teachers' knowledge of geometry for teaching. Proceedings of the British Society for Research into Learning Mathematics, 22, (2), 95-100.

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Description/Abstract

One outcome of the implementation of the (UK) National Numeracy Strategy at the primary school level is the privileging of the teaching and learning of number. Yet, as the recent Royal Society report on geometry stresses, it is important to begin the developing of spatial thinking and reasoning at this level. This paper reviews what trainee primary teachers might need to know about geometry in order to teach the geometry component of the mathematics curriculum effectively and confidently. Some initial findings are given from research which suggests that, in the UK, geometry is the area of mathematics in which trainees perform most poorly in initial baseline tests and have the least confidence to teach. Hence it is the area in which trainees need to make most progress if they are to gain qualified teacher status.

Item Type: Article
ISSNs: 1463-6840 (print)
Keywords: teaching, learning, primary school, elementary school, curriculum, pedagogy, geometry, geometric, geometrical, mathematics, mathematical, numeracy, spatial, visualisation, visualization, teacher knowledge, content knowledge, pedagogical content knowledge, National Numeracy Strategy, UK, qualified teacher status, baseline, tests
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 12596
Date Deposited: 13 Dec 2004
Last Modified: 27 Mar 2014 18:03
URI: http://eprints.soton.ac.uk/id/eprint/12596

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