Match between a pre-service elementary mathematics pedagogy module and the content of elementary school mathematics
Match between a pre-service elementary mathematics pedagogy module and the content of elementary school mathematics
Research has revealed that there can be a mismatch between what is taught to undergraduate elementary pre-service teachers during their teacher preparation and what they subsequently teach in elementary school mathematics. In this poster paper we present findings from a study that investigated the extent to which the content topics of the mathematics pedagogy module taught at a major university in Saudi Arabia matched the topics of the elementary school mathematics curriculum. The findings indicate that the module gave heavy emphasis to elementary school number and moderate emphasis to geometry. There was little emphasis on elementary school algebra and data topics.
mathematics, education, teacher education
972
North American Chapter of the International Group for the Psychology of Mathematics Education
Al Zahrani, Yahya
78860d84-946b-4eb5-bef7-5031ac4082b1
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
November 2013
Al Zahrani, Yahya
78860d84-946b-4eb5-bef7-5031ac4082b1
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Al Zahrani, Yahya and Jones, Keith
(2013)
Match between a pre-service elementary mathematics pedagogy module and the content of elementary school mathematics.
Martinez, Mara V. and Castro Superfine, Alison
(eds.)
In Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA35).
North American Chapter of the International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Research has revealed that there can be a mismatch between what is taught to undergraduate elementary pre-service teachers during their teacher preparation and what they subsequently teach in elementary school mathematics. In this poster paper we present findings from a study that investigated the extent to which the content topics of the mathematics pedagogy module taught at a major university in Saudi Arabia matched the topics of the elementary school mathematics curriculum. The findings indicate that the module gave heavy emphasis to elementary school number and moderate emphasis to geometry. There was little emphasis on elementary school algebra and data topics.
Text
AlZahrani&Jones_PME-NA_2013
- Accepted Manuscript
More information
Published date: November 2013
Venue - Dates:
35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, , Chicago, United States, 2013-11-14 - 2013-11-17
Keywords:
mathematics, education, teacher education
Identifiers
Local EPrints ID: 445808
URI: http://eprints.soton.ac.uk/id/eprint/445808
PURE UUID: 7c26df9d-e4a1-48c7-8f79-81d6b7124a2d
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Date deposited: 08 Jan 2021 17:30
Last modified: 16 Mar 2024 10:29
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Contributors
Author:
Yahya Al Zahrani
Editor:
Mara V. Martinez
Editor:
Alison Castro Superfine
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