Lost in space: primary trainee teachers’ spatial subject knowledge and their classroom performance


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. 26th Conference of the International Group for the Psychology of Mathematics Education Norwich, UK, Psychology of Mathematics Education, p.363.

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Description/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.

Item Type: Book Section
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/
ISBNs: 0771100 (hardback)
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
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
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41329
Date Deposited: 23 Aug 2006
Last Modified: 27 Mar 2014 18:26
Publisher: Psychology of Mathematics Education
URI: http://eprints.soton.ac.uk/id/eprint/41329

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