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Examining preservice teachers' responses to area conservation tasks
Author(s) -
Hong Dae S.,
Runnalls Cristina
Publication year - 2020
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/ssm.12409
Subject(s) - fluency , mathematics education , psychology , teacher education , plan (archaeology) , teacher preparation , pedagogy , geography , archaeology
The purpose of this work was to explore how elementary preservice teachers responded to area conservation tasks. We administered written pre‐assessments, followed by semi‐structured interviews with 23 preservice teachers, asking them to respond to and reason with area conservation tasks. Findings highlighted several interesting preservice teachers' struggles when assessing area conservation tasks. In many cases, preservice teachers exhibited struggles similar to students, especially with regards to the justification of their area conservation claims. We provide recommendations to assist preservice teachers in their development of mathematical content knowledge in their teacher education programs, so that in the future they may better plan area lessons that promote procedural fluency from conceptual understanding in area measurement.