Geometry content knowledge: Is pre-service training making a difference?

Sandt, Suriza van der; Nieuwoudt, Hercules

doi:10.1080/10288457.2005.10740582

Cited by 9 publications

(4 citation statements)

References 26 publications

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“…Therefore, we conclude that what teachers understand about a mathematical concept affects their use of explanations, feedbacks and definitions which are all in the domain of their PCK. Another study reveals that prospective teachers had deficient geometry CK when they graduated from university and that their methodology courses for mathematics teaching were not sufficient to prepare them for lessons (van der Sandt & Nieuwoudt, 2005). We claim that there are deficiencies in geometry CK of the primary school teachers included in our study and find that this conclusion is consistent with those in the related literature.…”

Section: Angle Measurementsupporting

confidence: 89%

Analysis of Primary School Teachers Knowledge of Geometry

Kurt-Birel

Deniz²,

Önel³

2020

iejee

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This study investigated the geometry knowledge of in-service primary school teachers through measuring both their content knowledge (CK) and pedagogical content knowledge (PCK) using a descriptive and qualitative approach. The participants of the study were 23 primary school teachers who work in public schools with teaching experience that ranges from six months to 30 years. The teachers voluntarily attended a teacher-training seminar conducted by the researchers and completed a test, which included open-ended questions. This particular study presented here is part of a larger design-based research project on a seminar that trains primary teachers to teach mathematics. The collected data were analysed through qualitative data analysis techniques with a holistic approach and discussion. The findings are presented according to the three geometric concepts that the study focused on: quadrilaterals, angle measurement and transformation geometry. On the whole, the study found that the CK of the primary school teachers was weak. We also found that the teachers' PCK was weaker than their CK due to the relationship between CK and PCK. Hence, primary school teachers should be offered additional teacher training sessions for the purpose of improving both CK and PCK, which will, in turn, enhance the learning opportunities of their students.

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Section: Angle Measurementsupporting

confidence: 89%

Analysis of Primary School Teachers Knowledge of Geometry

Kurt-Birel

Deniz²,

Önel³

2020

iejee

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“…The participants testified that the workshop facilitated their understanding of three-dimensionality, which confirms on poor content knowledge prior to the training. Sufficient content knowledge enables teachers to employ inventive and creative opportunities for learning (Van der Sandt & Nieuwoudt, 2005). Such creativity was described by Spady (2001: 34) as one of the common threads of quality learning because '…learning is not just absorbing content from printed material; it's an inherent part of living simply because living is a continuously unfolding array of new input and experiences.…”

Section: Impact On Creativitymentioning

confidence: 99%

Continued professional development of teachers to facilitate language used in numeracy and mathematics

Wium

Louw

2012

SAJCD

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“…Sufficient content knowledge enables teachers to employ inventive and creative opportunities for learning (Van der Sandt & Nieuwoudt, 2005). Such creativity was described by Spady (2001: 34) as one of the common threads of quality learning because '…learning is not just absorbing content from printed material; it's an inherent part of living simply because living is a continuously unfolding array of new input and experiences.…”

Section: Pd11 Line 101 Focus Group 3: T2: But At the Course We Gotmentioning

confidence: 99%

Continued professional development of teachers to facilitate language used in numeracy and mathematics

Wium

Louw

2012

South African Journal of Communication Disorders

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Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups, reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

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Geometry content knowledge: Is pre-service training making a difference?

Cited by 9 publications

References 26 publications

Analysis of Primary School Teachers Knowledge of Geometry

Analysis of Primary School Teachers Knowledge of Geometry

Continued professional development of teachers to facilitate language used in numeracy and mathematics

Continued professional development of teachers to facilitate language used in numeracy and mathematics

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