ERIC Number: EJ1295556
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: N/A
Available Date: N/A
Is It the Width, the Height, or the Length?: Pre-Service Teachers' Responses to a Volume Task
International Journal of Mathematical Education in Science and Technology, v52 n3 p477-490 2021
The purpose of this work was to explore how elementary pre-service' teachers (PSTs) responded to a volume task that asked for a coordination of changes in one dimension with changes in volume. We carried out both written pre-assessments and follow-up interviews with seventeen PSTs, focused on exploring volume content knowledge. Our findings indicated that the PSTs in the study used primarily the volume formula to respond to the task correctly. In follow-up interviews, PSTs struggled to justify their answers in different ways, however. Recommendations for supporting PSTs in similar teacher education programmes are discussed.
Descriptors: Mathematics Instruction, Preservice Teacher Education, Preservice Teachers, Elementary School Teachers, Pedagogical Content Knowledge, Student Attitudes, Task Analysis, Geometry
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A