Preservice Teachers' Knowledge and Competence Using Mathematical Representations

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Supporting the Understanding of Number Concepts

Abstract

This study investigated preservice teachers (PSTs)’ knowledge and competence in using
mathematics representations in placement classrooms. Through analyzing 104 PSTs video
presentations, the study revealed that most PSTs adopted different mathematical models and
used multiple representations (concrete, verbal, pictorial representation) to help students solve
mathematical problems. However, their usage of representations was not high quality. This study
also found that PSTs’ knowledge levels of solving word problems were not consistent with their
preferences or patterns of representations in teaching. Results point to the need for developing
PSTs’ knowledge and skills to use representations that integrates different aspects of content
knowledge,and pedagogical content knowledge.

Authors

• Shuang Zhang, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University

• Minju Yi, Texas Tech University