TY - JOUR
T1 - Primary preservice teachers' understandings of volume
T2 - The impact of course and practicum experiences
AU - Zevenbergen, Robyn
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Mathematics Education Research Journal. ISSNs: 1033-2170;
PY - 2005
Y1 - 2005
N2 - Mathematics teacher education programs are designed with an intention, explicit or implicit, to produce graduates who are competent in both pedagogic knowledge and discipline knowledge. This paper explores students' experiences in corning to learn mathematics and mathematics education. Using an example from a quiz question, supplemented with follow-up interviews with students, the paper raises questions as to the effectiveness. of programs that adopt traditional approaches to the teaching of mathematics. It is shown how a functionalist perspective was adopted by many of the preservice teachers, which engendered a reproductive approach to teaching. The data raised concerns about preservice teachers' knowledge of volume, their pedagogic knowledge, and the role of the practicum on their learning
AB - Mathematics teacher education programs are designed with an intention, explicit or implicit, to produce graduates who are competent in both pedagogic knowledge and discipline knowledge. This paper explores students' experiences in corning to learn mathematics and mathematics education. Using an example from a quiz question, supplemented with follow-up interviews with students, the paper raises questions as to the effectiveness. of programs that adopt traditional approaches to the teaching of mathematics. It is shown how a functionalist perspective was adopted by many of the preservice teachers, which engendered a reproductive approach to teaching. The data raised concerns about preservice teachers' knowledge of volume, their pedagogic knowledge, and the role of the practicum on their learning
KW - Open access version available
M3 - Article
VL - 17
SP - 3
EP - 23
JO - Mathematics Education Research Journal
JF - Mathematics Education Research Journal
SN - 1033-2170
IS - 1
ER -