Pre-service elementary teachers’ geometric subject knowledge and their classroom performance
Pre-service elementary teachers’ geometric subject knowledge and their classroom performance
This conference paper reports preliminary results from a study of trainee primary teachers’ geometric subject knowledge confidence and competence and how this impacts on their classroom performance. Initial analysis of data from the study indicates that the trainees’ knowledge of geometry is poorer than their knowledge of number or algebra. The only statistically significant factor identified so far relating to the trainees’ summative mathematics teaching grade in the classroom is a measure of the trainees’ mathematical background.
education, trainee teachers, QTS, mathematics, geometry
Mooney, Claire
d0fd78c3-009f-48d6-aaa9-e205e74e3f98
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
September 2003
Mooney, Claire
d0fd78c3-009f-48d6-aaa9-e205e74e3f98
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mooney, Claire and Jones, Keith
(2003)
Pre-service elementary teachers’ geometric subject knowledge and their classroom performance.
BERA 2003, Heriot-Watt University, Edinburgh.
11 - 13 Sep 2003.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This conference paper reports preliminary results from a study of trainee primary teachers’ geometric subject knowledge confidence and competence and how this impacts on their classroom performance. Initial analysis of data from the study indicates that the trainees’ knowledge of geometry is poorer than their knowledge of number or algebra. The only statistically significant factor identified so far relating to the trainees’ summative mathematics teaching grade in the classroom is a measure of the trainees’ mathematical background.
Text
Mooney&Jones_pre-service_geom_BERA2003
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Published date: September 2003
Venue - Dates:
BERA 2003, Heriot-Watt University, Edinburgh, 2003-09-11 - 2003-09-13
Keywords:
education, trainee teachers, QTS, mathematics, geometry
Identifiers
Local EPrints ID: 445777
URI: http://eprints.soton.ac.uk/id/eprint/445777
PURE UUID: a6ec3685-b055-494b-a3b4-0e89a5e5309e
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Date deposited: 07 Jan 2021 17:33
Last modified: 16 Mar 2024 10:27
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Contributors
Author:
Claire Mooney
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