scholarly journals An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher

2020 ◽  
Vol 11 (2) ◽  
pp. 339-350
Author(s):  
Kondradus Yohanes Klau ◽  
Meiva Marthaulina Lestari Siahaan ◽  
Justin Eduardo Simarmata
Keyword(s):  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Secondary Mathematics ◽  
Procedural Understanding ◽  
Procedural Approach ◽  
Pedagogical Competence ◽  
Preservice Mathematics Teachers ◽  
Secondary Mathematics Teacher ◽  
Conceptual And Procedural Understanding ◽  
The Relationship

Preservice mathematics teachers (PSMTs) need to master teaching material besides pedagogical competence. This knowledge is a combination of conceptual and procedural knowledge. Teachers should possess the ability to explain a concept, the reason for the concepts used, and the relationship among several concepts clearly and effectively to identify why the concept is used. This study aimed to identify the conceptual and procedural knowledge of PSMTs in Linear Algebra courses. Data collection was carried out through tests and interviews. The interview was conducted with several participants to clarify their test answers. The participants' interview answers revealed that they had difficulty in choosing the proper concept answering modified questions. Also, the participants tried to answer the question using a procedural approach. According to the findings, it is vital to construct appropriate teaching materials appropriate for the learning objective and material map concept. 

scholarly journals Investigating the Different Dimensions of Preservice Mathematics Teachers’ Understanding – The Case of Factorisation

2020 ◽  
Vol 45 (10) ◽  
pp. 73-94
Author(s):  
Olivia Fitzmaurice ◽  
◽  
Jacqueline Hayes ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Procedural Understanding ◽  
Different Dimensions ◽  
Preservice Mathematics Teachers

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.

Improving Preservice Secondary Mathematics Teachers' Capability With Generic Example Proofs

2014 ◽  
Vol 2 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Shiv Karunakaran ◽  
Ben Freeburn ◽  
Nursen Konuk ◽  
Fran Arbaugh
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Policy Documents ◽  
Secondary Mathematics Teachers ◽  
Narrow Focus ◽  
Preservice Mathematics Teachers

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

scholarly journals Reflections of the Distance Education Process on Higher Education: A Probability Course Example

2021 ◽  
Vol 7 (1) ◽  
pp. 523
Author(s):  
Çiğdem İnci Kuzu
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Procedural Knowledge ◽  
Descriptive Analysis ◽  
Evaluation Process ◽  
Preservice Mathematics Teachers ◽  
Low Performance ◽  
Education Process

Evaluating the effects of the Coronavirus (Covid-19) pandemic on distance education applications in higher education is important for future practice. In this context, the aim of the study is to determine preservice mathematics teachers’ conceptual-procedural knowledge level competencies and general thoughts about distance education in the distance education probability course in the department of mathematics teaching. In the study, a questionnaire consisting of 18 questions was prepared in the light of the literature as a data collection tool for 52 preservice mathematics teachers who took the probability course with distance education in the 2020-2021 academic year. After the implementations, one-to-one interviews were made with the lecturer conducting the course. The data of the study were analysed with the descriptive analysis method. As a result, it was determined that the conceptual-operative knowledge of the preservice mathematics teachers in the probability course in the distance education process was at a medium level. Although it was determined that the participation in online lessons was quite low compared to the lessons taught face-to-face, the preservice teachers mostly followed the lessons from asynchronous recordings, but there was no low performance or unwillingness in the preservice teachers who attended the lessons online. It has been determined that the biggest problem with distance education is the internet access and the low reliability of evaluation process. To increase the reliability, it has been determined that the transition to camera-controlled exams and the use of the safe exam browser (SEB) have been introduced.

Encouraging Preservice Mathematics Teachers as Mathematicians

2007 ◽  
Vol 100 (7) ◽  
pp. 464-469
Author(s):  
Elizabeth A. Burroughs
Keyword(s):  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Natural Numbers ◽  
Secondary Mathematics Teachers ◽  
Physical Representation ◽  
Preservice Mathematics Teachers

An assignment that asks preservice secondary mathematics teachers to make connections between the mathematics they know and the mathematics they will teach. It describes how one preservice teacher's project resulted in a physical representation of the statement and proof that the sum of cubes of the first n natural numbers is equal to the square of their sum.

The Relationship Between Mathematics Anxiety and Learning Styles of Preservice Mathematics Teachers

2009 ◽  
Vol 37 (9) ◽  
pp. 1187-1195 ◽  
Author(s):  
Erhan Ertekin ◽  
Bülent Dilmac ◽  
Ersen Yazici
Keyword(s):  
Preservice Teachers ◽  
Learning Styles ◽  
Mathematics Teachers ◽  
Mathematics Anxiety ◽  
Correlation Coefficients ◽  
Significant Relationships ◽  
Teacher Trainees ◽  
Anxiety Levels ◽  
Preservice Mathematics Teachers ◽  
The Relationship

The aim was to determine the relationship between preservice mathematics teachers' mathematics anxiety and their learning styles. The Mathematics Anxiety Scale (MAS; Erktin, Dönmez, & Özel, 2006) was used to determine teacher trainees' mathematics anxiety, while the Marmara Learning Styles Scale (Otrar, 2006) was administered to determine their learning styles. The correlation coefficients indicate significant relationships between preservice teachers' mathematics anxiety levels and their learning styles.

Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law

2019 ◽  
Vol 8 (1) ◽  
pp. 76-91
Author(s):  
Kimberly Corum ◽  
Joe Garofalo
Keyword(s):  
Mathematical Modeling ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Thinking Skills ◽  
Future Teachers ◽  
Mathematics Pedagogy ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers ◽  
The Magnetic Field

Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.

Selecting and Using Mathemagic Tricks in the Classroom

2008 ◽  
Vol 102 (2) ◽  
pp. 98-101
Author(s):  
Michael E. Matthews
Keyword(s):  
Mathematics Teachers ◽  
Procedural Understanding ◽  
Conceptual And Procedural Understanding ◽  
Do So

As a mathemagician, I know that learning magic tricks has immense appeal for many mathematics teachers. I also suspect that teachers may not use these mathemagic tricks effectively in their classrooms and that some see them only as “five-minute fillers.” However, mathemagic can be used meaningfully in the classroom. To help teachers do so, I provide some mathemagic examples that fit nicely into typical secondary curricula and encourage teachers to think through how each trick may aid students' conceptual and procedural understanding

scholarly journals EXTERNAL REPRESENTATION FLEXIBILITY OF DOMAIN AND RANGE OF FUNCTION

2019 ◽  
Vol 10 (1) ◽  
pp. 143-156 ◽  
Author(s):  
Tian Abdul Aziz ◽  
Meyta Dwi Kurniasih
Keyword(s):  
Mathematics Teachers ◽  
Private University ◽  
Secondary Mathematics ◽  
External Representation ◽  
Education Department ◽  
Written Responses ◽  
Secondary Mathematics Teachers ◽  
Range Of Functions ◽  
Secondary Mathematics Teacher ◽  
Definition Of

This study attempts to analyze pre-service secondary mathematics teachers’ flexibility of external representations of domain and range of functions. To reach the purpose, a task consisted of thirty question items were designed. Participants of the study were thirty-eight Indonesian pre-service secondary mathematics teachers attending mathematics education department at one private university in Jakarta, Indonesia. Based on the analysis participants written responses, this paper revealed participants’ difficulties in providing a proper and consistent definition of the concept of domain and range of functions. We also disclosed the participants’ lack of flexibility in doing translation among representations under the concept of domain and range of function. In general, participants written responses to the task did not provide evidence of a solid understanding of domain and range. There are several implications of these findings offered for secondary mathematics teacher education’s program.

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