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Exploring the Role of Individual and Socially Constructed Knowledge Mobilization Tasks in Revealing Preservice Elementary Teachers' Understandings of a Triangle Fraction Task
Author(s) -
Bischoff Paul J.,
Golden Constance Feldt
Publication year - 2003
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2003.tb18149.x
Subject(s) - fraction (chemistry) , task (project management) , mathematics education , social constructivism , constructivist teaching methods , psychology , group (periodic table) , social psychology , pedagogy , teaching method , engineering , chemistry , organic chemistry , systems engineering
This study compares the effectiveness of two forms of a knowledge mobilization task on preservice elementary teachers' ( n = 65) performance in solving a triangle fraction problem. The study then identifies the source of the successful solutions by linking solutions to earlier activities. One group worked with the triangle fraction task individually; a second worked with the triangle fraction task in a social constructivist setting; a control group had no knowledge mobilization pretask. Although there was no significant difference in the frequency of successful solutions among treatment groups, a chi‐square analysis found that the social‐constructivist pretask group applied fewer ideas from the manipulative lessons as solutions to the posttask than did the comparison groups. The social constructivist group was, however, most successful at generating novel solutions to the triangle problem. The potential benefits of individual and socially constructed knowledge mobilization tasks are discussed.