Space Filling, Layers, and Formulas: Preservice Teachers' Responses to Students' Volume Misconceptions

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Research on Preservice Mathematics Teacher Learning During Teacher Preparation

Abstract

The purpose of this study was to explore how elementary pre-service teachers responded to students’ hypothetical misconceptions about volume measurement. We carried out both pre-assessments and follow-up interviews with 17 pre-service teachers, with tasks focused on both volume content knowledge and hypothetical student responses to volume tasks. Preliminary findings indicated a preference towards show-and-tell responses, often with a focus correct or incorrect use of the volume formula.

Authors

• Dae S. Hong, University of Iowa

• Cristina Runnalls, Cal Poly Pomona