Exploring the Effectiveness of Interventions Designed to Deepen Preservice Teachers’ Conceptual Understanding of Algebra Concepts

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

Abstract

This mixed methods design study explored the effectiveness of hands-on and virtual manipulatives in advancing preservice teachers’ understanding of the algebraic concepts of linear function and slope. The quantitative data analysis suggested that participants benefited from the virtual and hands-on manipulative interventions as to their understanding of linear function and slope. A further qualitative analysis engendered a surprising conclusion: the interventions had nothing to do with preservice teachers’ learning, but provided a context for peer discussion. Based on data from the after-intervention interviews and follow-up questionnaires, the results suggest that peer discourse maybe a more effective strategy in advancing preservice teachers’ grasp of specific points in mathematics.

Authors

• Xiaobo She, Governors State University

• Shirley M. Matteson, Texas Tech University

• Kamau Oginga Siwatu, Texas Tech University

• Jennifer A. Wilhelm, University of Kentucky