Preservice Teachers’ Epistemic Changes Involved in Modeling Fractions

• In Event: Poster Session 19
  In Poster Session: Research on the Preparation of Mathematics Preservice Teachers for Diverse K-12 Classrooms

Abstract

There is convergence of view that mathematics teaching needs to foreground strategies that foster the use of that knowledge flexibly. What is it about the range of teacher competencies that could support this type of learning? In the present study, we examine this larger question by analysing the quality of mathematical content knowledge of a cohort of pre-service teachers in terms of conceptual and procedural characteristics. In our previous research (Authors, 2011) we found support for the impact of a Model-Based Teaching and Learning (MBTL) approach on the development of richer conceptual knowledge, at least in the domain of fractions. In the present study we examine this pattern further. Results support our contention that MBTL is an effective instructional strategy.

Authors

• Mohan Chinnappan, University of South Australia

• Tricia Forrester, University of Wollongong

• Elise Thurtell, University of Wollongong