Primary trainee teachers’ knowledge of parallelograms


Fujita, Taro and Jones, Keith (2006) Primary trainee teachers’ knowledge of parallelograms. Proceedings of the British Society for Research into Learning Mathematics, 26, (2), 25-30.

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Description/Abstract

Considerable research has indicated that amongst the factors which make the most significant contribution to high student achievement in mathematics is secure subject knowledge on the part of the teacher as this underpins an approach to mathematics in which topics are seen as part of a coherent set of related ideas, with clear progression and links to previous and future learning. This paper reports part of the findings from a study of trainee teachers’ knowledge of basic geometrical figures, in particular focusing on what knowledge they have of parallelograms and how they use this knowledge to solve geometrical problems. The findings indicate that only a minority of trainee primary teacher have a fully sophisticated knowledge of parallelograms and of how to use the properties of parallelograms to solve relevant problems.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
Keywords: pedagogy, curriculum, teaching, learning, geometry, mathematics, geometric, geometrical, textbook, deductive reasoning, proof, conjecturing, inductive reasoning, school, primary, elementary, trainee teacher, understanding, basic, figures, Scotland, parallelogram, quadrilateral
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41853
Date Deposited: 10 Oct 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41853

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