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How do they measure up? Primary pre-service teachers' mathematical knowledge of area and perimeter

Citation

Livy, S and Muir, T and Maher, N, How do they measure up? Primary pre-service teachers' mathematical knowledge of area and perimeter, Mathematics Teacher Education and Development, 14, (2) pp. 91-112. ISSN 1442-3901 (2012) [Refereed Article]


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Copyright Statement

Copyright 2012 MERGA Inc.

Official URL: https://www.merga.net.au/ojs/index.php/mted/articl...

Abstract

This paper reports on the results of three different investigations into pre-service teachers’ understanding of the mathematical concepts of area and perimeter. Different test instruments were used with three cohorts from two universities in order to identify pre-service teachers’ understandings and common misconceptions. The results indicated that many pre-service teachers across the cohorts have a procedural understanding of area and perimeter, display similar misconceptions to their student counterparts, and are limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics. The findings add to the limited field of research into primary pre-service teachers’ understanding of area and perimeter, particularly within an Australian context and across institutions.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Muir, T (Dr Tracey Muir)
Author:Maher, N (Mrs Nicole Maher)
ID Code:84096
Year Published:2012
Deposited By:Education
Deposited On:2013-04-17
Last Modified:2017-12-13
Downloads:2 View Download Statistics

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