Primary trainee teachers’ knowledge of parallelograms
Primary trainee teachers’ knowledge of parallelograms
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.
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
25-30
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2006
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fujita, Taro and Jones, Keith
(2006)
Primary trainee teachers’ knowledge of parallelograms.
Proceedings of the British Society for Research into Learning Mathematics, 26 (2), .
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.
Text
Fujita_Jones_BSRLM_26(2)_2006.pdf
- Accepted Manuscript
More information
Published date: 2006
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
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41853
URI: http://eprints.soton.ac.uk/id/eprint/41853
ISSN: 1463-6840
PURE UUID: d4c1dd68-5345-4313-bd6f-7e9052f86f86
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Date deposited: 10 Oct 2006
Last modified: 15 Mar 2024 08:38
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Contributors
Author:
Taro Fujita
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