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

Record type: Conference or Workshop Item (Paper)

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.

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Citation

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. Psychology of Mathematics Education., p.363.

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, 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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 23 Aug 2006
Last modified: 17 Jul 2017 15:31

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Contributors

Author: Claire Mooney
Author: Keith Jones ORCID iD
Editor: A.D. Cockburn
Editor: E. Nardi

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