Geometry and Measurement Content Knowledge of Preservice K-8 Mathematics Teachers: A Synthesis of Research [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).

Autor/inn/en	Browning, Christine A.; Edson, Alden J.; Kimani, Patrick M.; Aslan-Tutak, Fatma
Titel	Geometry and Measurement Content Knowledge of Preservice K-8 Mathematics Teachers: A Synthesis of Research [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, NV, Oct 20-23, 2011).
Quelle	(2011), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Geometry; Teaching Methods; Pedagogical Content Knowledge; Preservice Teachers; Educational Technology; Technology Integration; Elementary School Teachers; Middle School Teachers; Mathematical Concepts; Mathematics Instruction + Suchen Sie Ihr Suchwort? Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht
Abstract	In this paper, we summarize the findings of a research synthesis specifically related to the geometry and measurement content knowledge of elementary/middle school preservice teachers. Findings from this synthesis show that preservice teachers have weak conceptions in geometry and measurement content knowledge. However, instructional strategies that incorporate technology (e.g., dynamic geometry software or virtual manipulatives) or analyzing children's work, have been shown to strengthen preservice teachers' understanding. [For the complete proceedings, see ED585874.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01