ERIC Number: EJ1190564
Record Type: Journal
Publication Date: 2018-Oct
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1954
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Available Date: N/A
Stimulating Pre-Service Teachers' Content and Pedagogical Content Knowledge on Rational Numbers
Depaepe, Fien; Van Roy, Patrick; Torbeyns, Joke; Kleickmann, Thilo; Van Dooren, Wim; Verschaffel, Lieven
Educational Studies in Mathematics, v99 n2 p197-216 Oct 2018
The transition from natural to rational numbers is difficult for most elementary school children. A major cause for these difficulties is assumed to be the "conceptual change" they need to undergo in order to see that several natural number properties do not apply to rational numbers. To appropriately handle pupils' difficulties, teachers need well-developed content knowledge (CK) and pedagogical content knowledge (PCK). In the present study, a lesson series to promote pre-service teachers' (PSTs) rational number CK and PCK was developed according to design principles to foster conceptual change. This lesson series was evaluated based on a comparison of the CK and PCK growth of PSTs in the intervention group (n = 138) with the knowledge growth of PSTs in an alternative teacher training course (control group; n = 135). Intervention group PSTs significantly outperformed control group PSTs on CK and PCK, indicating that the intervention was effective in stimulating PSTs' knowledge on rational numbers. Methodological, theoretical as well as practical implications of the present study are discussed.
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Numbers, Experimental Groups, Control Groups, Student Attitudes, Mathematics Education, Preservice Teacher Education, Nontraditional Education, Elementary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
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Grant or Contract Numbers: N/A
Author Affiliations: N/A