An Investigation of Preservice Teachers' Understanding of the Area of a Parallelogram

Autor/inn/en	Ward, Robin A.; Anhalt, Cynthia O.
Titel	An Investigation of Preservice Teachers' Understanding of the Area of a Parallelogram
Quelle	In: Issues in Teacher Education, 11 (2002) 2, S.43-52 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Preservice Teachers; Concept Formation; Classroom Environment; Teacher Education; Mathematics Instruction; Inservice Education; Researchers; Mathematics Achievement; Science Achievement; Mathematics Education; Science Education; Comparative Education; Video Technology + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Klassenklima; Unterrichtsklima; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Berufsbegleitende Ausbildung; Researcher; Forscher; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Naturwissenschaftliche Bildung; Vergleichende Erziehungswissenschaft
Abstract	The video component of the Third International Mathematics and Science Study (TIMSS) has documented that U.S. students spend most of their time in the mathematics classroom practicing routine procedures as opposed to inventing, analyzing, and proving them. The challenge for preservice and inservice teachers lies in creating a classroom environment where both procedural and conceptual understanding on the part of young students is encouraged and modeled so that the "whys" are no longer ignored and left unanswered. In this article, the authors investigate preservice teachers' understanding of the area of a parallelogram. (Contains 5 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10