Primary preservice teachers' understandings of volume: The impact of course and practicum experiences

Robyn Zevenbergen

    Research output: Contribution to journalArticlepeer-review

    10 Citations (Scopus)
    3 Downloads (Pure)

    Abstract

    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
    Original languageEnglish
    Pages (from-to)3-23
    Number of pages21
    JournalMathematics Education Research Journal
    Volume17
    Issue number1
    Publication statusPublished - 2005

    Fingerprint Dive into the research topics of 'Primary preservice teachers' understandings of volume: The impact of course and practicum experiences'. Together they form a unique fingerprint.

    Cite this