The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area

Murphy, Carol

doi:10.1007/s10857-011-9194-8

Cited by 36 publications

(25 citation statements)

References 18 publications

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“…The focus of measurement lessons is often procedural (Lehrer, 2003;Stephan & Clements, 2003). Once area formulas are introduced, much more attention is given to numbers and calculation than to 2D space (Baturo & Nason, 1996;Murphy, 2012;Thompson, Philipp, Thompson, & Boyd, 1994). Descriptive terms for describing attributes of 2D spaces can create challenges for clear and productive discourse.…”

Section: Curriculum and Its Transformationsmentioning

confidence: 99%

Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges

Smith

Males

Gonulates

2016

Mathematical Thinking and Learning

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Research has found that elementary students face five main challenges in learning area measurement: (1) conserving area as a quantity, (2) understanding area units, (3) structuring rectangular space into composite units, (4) understanding area formulas, and (5) distinguishing area and perimeter. How well do elementary mathematics curricula address these challenges? A detailed analysis of three U.S. elementary textbook series revealed systematic deficits. Each presented area measurement in strongly procedural terms using a shared sequence of procedures across grades. Key conceptual principles were infrequently expressed and often well after related procedures were introduced. Particularly weak support was given for understanding how the multiplication of lengths produces area measures. The results suggest that the content of written curricula contributes to students' weak learning of area measurement. digitalcommons.unl.edu

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Section: Curriculum and Its Transformationsmentioning

confidence: 99%

Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges

Smith

Males

Gonulates

2016

Mathematical Thinking and Learning

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“…This result is consistent with previous findings that when students begin learning area measurement in middle school, they use formulae instead of unit-counting (Lehrer & Chazan, 1998;Murphy, 2012).…”

Section: Initial Understandingsupporting

confidence: 92%

Teaching Area Measurement and Subgoals through Problem Solving

Lehmann¹

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Teaching area measurement and subgoals through problem solving i KeywordsTeaching through problem solving, conceptual understanding, problem solving, problem-solving strategies, area measurement, subgoals, mathematics education.ii Teaching area measurement and subgoals through problem solving AbstractArea measurement is a core strand in mathematics curricula around the world, however large-scale assessments of mathematical achievement indicate that most middle-school students struggle to calculate the area of shapes using formulas and solve routine area measurement problems. This study used Design-Based Research methodology to examine how students' conceptual understanding of area measurement and strategic competence developed through problem solving. The results revealed that specific problem-solving strategies provided the leverage for the students to develop their understanding of area measurement concepts through problem solving. Furthermore, students simultaneously developed competence in using the subgoals strategy to solve routine area measurement problems.

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“…Recently, scholars have advanced the field by examining teacher knowledge in variety of domains including Number Sense (Ma, 1999;Izsac, 2008), Algebra (Bair & Rich, 2011;McCrory et al, 2012), Geometry and Measurement (Murphy, 2012;Nason, Chalmers, & Yeh, 2012), and Statistics (Groth & Bergner, 2006). However, the field lacks crossnational research that provides a comprehensive analysis of the various facets of teacher knowledge (including content and cognitive domains) and its connection to student performance.…”

Section: Teacher Knowledgementioning

confidence: 99%

Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results

Tchoshanov¹,

Quinones²,

Shakirova³

et al. 2017

ESD

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The quantitative study focused on comparative analysis of middle school mathematics teachers' content knowledge in two countries. The sample consisted of lower secondary mathematics teachers from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed to assess teacher content knowledge based on the cognitive domains of knowing, applying, and reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The results suggest that there are significant differences in teacher knowledge between the countries in content as well as in cognitive domains. The study results may inform the field on priorities placed on lower secondary mathematics teachers' knowledge in USA and Russia. Keywords: сomparative studies, teacher knowledge, lower secondary mathematics. Creative Commons by the Authors is licenced under CC-BY Аннотация Количественное исследование сосредоточено на сравнительном анализе предметных знаний учителей математики в двух странах. Выборка состоит из учителей математики среднего зве-на школы в США (6-9 классы, N = 102) и России (5-9 классы, N = 97). С этой целью был разра-ботан тест для оценки предметных знаний учителя на основе когнитивных уровней (знания, применения, и рассуждения), а также содержательных тем курса математики среднего звена школы: арифметики, алгебры, геометрии, вероятности и статистики. Полученные результаты свидетельствуют о том, что существуют статистически значимые различия в знаниях учите-лей между странами в содержании, а также по когнитивным уровням. Результаты исследова-ния могут информировать теорию и практику сравнительных исследований о приоритетах в подготовке учителей математики среднего звена школы в США и России. Ключевые слова: cравнительные исследования, знания учителя, среднее звено школы. Сравнительный анализ предметных знаний учителей математики в США и России через призму результатов TIMSS

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The role of subject knowledge in primary prospective teachers’ approaches to teaching the topic of area

Cited by 36 publications

References 18 publications

Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges

Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges

Teaching Area Measurement and Subgoals through Problem Solving

Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results

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