Lost in space: primary trainee teachers’ spatial subject knowledge and their classroom performance
Lost in space: primary trainee teachers’ spatial subject knowledge and their classroom performance
This study aims to determine what form of geometrical knowledge is needed for the effective teaching of spatial concepts. Data comes from audits of trainee teacher knowledge and confidence, together with assessments of their teaching competency. Analysis of this data indicates that the trainees’ knowledge of geometry is poorer than their knowledge of number or algebra. Trainee teachers appear not to recall some topics, may never have met others (for example, the nets of solids), and are unable to solve relatively simple problems such as calculating the surface area of a triangular prism.
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
0771100X
p.363
International Group for the Psychology of Mathematics Education
Mooney, Claire
bdf56934-2125-4f4a-bbe9-42eb5e284cfb
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2002
Mooney, Claire
bdf56934-2125-4f4a-bbe9-42eb5e284cfb
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mooney, Claire and Jones, Keith
(2002)
Lost in space: primary trainee teachers’ spatial subject knowledge and their classroom performance.
Cockburn, A.D. and Nardi, E.
(eds.)
In Proceedings 26th Conference of the International Group for the Psychology of Mathematics Education.
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This study aims to determine what form of geometrical knowledge is needed for the effective teaching of spatial concepts. Data comes from audits of trainee teacher knowledge and confidence, together with assessments of their teaching competency. Analysis of this data indicates that the trainees’ knowledge of geometry is poorer than their knowledge of number or algebra. Trainee teachers appear not to recall some topics, may never have met others (for example, the nets of solids), and are unable to solve relatively simple problems such as calculating the surface area of a triangular prism.
Text
Mooney_Jones_PME26_2002.pdf
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More information
Published date: 2002
Additional Information:
Fuller papers on this research are available, including:
Jones, K., Mooney, C. and Harries, T, (2002), Trainee primary teachers' knowledge of geometry for teaching, Proceedings of the British Society for Research into Learning Mathematics, 22(2), 95-100.
http://eprints.soton.ac.uk/12596/
and
Mooney, C., Fletcher, M. and Jones, K. (2003), Minding your Ps and Cs: subjecting knowledge to the practicalities of teaching geometry and probability, Proceedings of the British Society for Research into Learning Mathematics, 23(3), 79-84.
http://eprints.soton.ac.uk/12653/
Venue - Dates:
PME26, Norwich, United Kingdom, 2002-07-21 - 2002-07-26
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
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41329
URI: http://eprints.soton.ac.uk/id/eprint/41329
ISBN: 0771100X
PURE UUID: 5a73c4ea-9402-462e-96c9-2dd2b70414cb
Catalogue record
Date deposited: 23 Aug 2006
Last modified: 12 Apr 2024 16:40
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Contributors
Author:
Claire Mooney
Editor:
A.D. Cockburn
Editor:
E. Nardi
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