Mooney, C. and Jones, K.
(2002)
Lost in space: primary trainee teachers’ spatial subject knowledge and their classroom performance.
In,
Cockburn, A.D. and Nardi, E. (eds.) Proceedings 26th Conference of the International Group for the Psychology of Mathematics Education. Norwich, UK, Psychology of Mathematics Education, .
http://eprints.soton.ac.uk/41329/ Full text available as: AbstractThis 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. | Item Type: | Book Section |
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| 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/ |
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| ISBNs: | 0771100X |
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| Uncontrolled 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 |
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| Subjects: | L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1501 Primary Education
Q Science > QA Mathematics |
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| School or Centre: | School of Education > Pedagogy and Curriculum |
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| ID Code: | 41329 |
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| Deposited By: | Jones, Mr David |
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| Deposited On: | 23 August 2006 |
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Edit this item (Staff only) References in ArticleBall, D. L. (1990), Teaching Mathematics for Understanding: What do teachers need to know about subject matter knowledge? In M. M. Kennedy (ed.), Teaching Academic Subjects to Diverse Learners. New York: TCP, pp. 63-83.
Cochran, K. F., DeRuiter, J. A., and King, R. A. (1993), Pedagogical Content Knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
Fennema, E. and Franke, M. L. (1992), Teachers’ knowledge and its impact. In Douglas A. Grouws (ed.), Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan. pp. 147-164.
Ma, L. (1999), Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. Mahwah, NJ: LEA.
National Research Council (2001), Knowing and Learning Mathematics for Teaching. Washington: National Academy Press.
Rowland, T. et al (2000), Primary Teacher Trainees’ Mathematics Subject Knowledge and Classroom Performance. In T. Rowland and C. Morgan (eds.) Research in Mathematics Education Vol. 2. London: BSRLM. pp. 3-18.
Shulman, L. S. (1986), Those who Understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. |
