Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/112
Title: 
Pre-service teachers' conceptual understanding of volume
Authors: 
Issue Date: 
2000
Citation: 
Yeap, B. H., & Cheong, C. N. P. (2000). Pre-service teachers' conceptual understanding of volume. The Mathematics Educator, 5(1/2), 205-215.
Abstract: 
Teaching for conceptual understanding is one aim of the problem solving curriculum. The first part of the article describes a study that aimed to identify potential factors that may prevent pre-service primary school teachers from teaching the topic of volume for conceptual understanding. The study involved ninety-five non-graduate pre-service teachers. Their responses to a paper-and-pencil instrument were used to identify possible obstacles to teaching for conceptual understanding. The possession of a narrow range of experiences related
to a concept, the possession of procedural knowledge based upon weak conceptual
knowledge and the reluctance to form mental representation of a concept emerged
as possible obstacles. The second part suggests ways to facilitate pre-service
teachers teaching the topic of volume for conceptual understanding.
URI: 
ISSN: 
0218-9100
Appears in Collections:Journal Articles

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