How Are Preservice Teachers' Educational Experiences Related to Their Mathematical Knowledge for Teaching Geometry?

• In Event: 56.068 - Mathematics Teachers' Knowledge, Development, and Practice

Abstract

This study describes an investigation exploring relationships between pre-service teachers’ (PSTs’) mathematical knowledge for teaching geometry (MKT-G) and their educational experiences. Our data from 108 pre-service teachers from 6 universities suggest that PSTs’ experience in the classroom had the most significant effect on their MKT-G scores. The close examination of correlations between PSTs’ field experience and subsets of items reveals that PSTs’ field experience has a greater positive correlation with the amount of MKT-G used in the task of formulating problems than the amount of MKT-G used in the task of reviewing students’ work.

Authors

• Inah Ko, University of Michigan

• Amanda Marie Milewski, University of Michigan - Ann Arbor

• Patricio G. Herbst, University of Michigan - Ann Arbor