Examining the Relationship Between Elementary Preservice Teachers' Development of Knowledge and Practice of Teaching Two-Dimensional Shapes: A Mixed-Methods Study

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Diverse Inquiry, Common Content: Examining Equity and Practice in Mathematics Education

Abstract

This study examined the influence of van Hiele theory-based interventions implemented in a mathematics methods course on elementary PSTs’ knowledge and practice development of teaching 2-D shapes, using a mixed methods design. Drawing on 307 PSTs’ pretest and posttest scores, the quantitative phase examined the effects of the designed interventions on PSTs’ development of three types of geometry knowledge for teaching 2-D shapes: geometry content knowledge, knowledge of geometry and students, and knowledge of geometry and teaching. The qualitative phase investigated how well elementary PSTs enacted those three types of knowledge at teaching practice by analyzing 4 PSTs’ geometry lessons with K-6 students. This study suggests implications for teacher education programs to better support PSTs’ learning to teach geometry.

Authors

• Minju Yi, Texas Tech University

• Jian Wang, Texas Tech University

• Raymond Flores, Texas Tech University

• Jaehoon Lee, Texas Tech University