Pre-Service Teachers' Procedural and Conceptual Understanding of Pupils' Mean Value Knowledge in Grade 6
Svensson, Christina and Holmqvist, Mona LU
(2021)
In International Electronic Journal of Mathematics Education
16(3).
p.1-12
- Abstract
- The aim of this study is to explore pre-service teachers’ procedural and conceptual understanding of pupils’ understanding of mean value, before and after an intervention. Participants are 66 pre-service teachers, and two teacher educators. The data consists of five video-recorded lessons and pre-service teachers’ pre- and post-test discussions. Based on variation theory, the analysis aimed to identify pre-service teachers’ expressed knowledge of procedural and conceptual understanding, focusing four categories of expressions: procedural (P), procedural didactics (PD), conceptual (C), and conceptual didactics (CD). The pre-service teachers’ expressed understanding of pupils’ knowledge developed differently in the five teacher student... (More)
- The aim of this study is to explore pre-service teachers’ procedural and conceptual understanding of pupils’ understanding of mean value, before and after an intervention. Participants are 66 pre-service teachers, and two teacher educators. The data consists of five video-recorded lessons and pre-service teachers’ pre- and post-test discussions. Based on variation theory, the analysis aimed to identify pre-service teachers’ expressed knowledge of procedural and conceptual understanding, focusing four categories of expressions: procedural (P), procedural didactics (PD), conceptual (C), and conceptual didactics (CD). The pre-service teachers’ expressed understanding of pupils’ knowledge developed differently in the five teacher student groups. A shift from procedural to conceptual focus occurred in two groups. The number of procedural related words expressed in the first group decreased from 104 (pre-test: 65 P and 39 PD) to 16 (post-test: 9 P and 7 PD), at the same time as the conceptual related words increased (pre 4 C and 0 CD and post 11 C and 16 CD). In the second group, 87 procedure-related words (36 P and 51 PD) identified during pre-test decreased after the intervention (3 P and 9 PD). Instead, concept-related words increased from 16 (12 C and 4 CD) to 29 (10 C and 19 CD). The changes occurred among participants who had got, except of theoretical instruction, challenging hands-on tasks about the Mathematical content in focus. The findings from this study contribute to understand how design of instruction for pre-service teacher contributes to enhance teacher students’ didactic perspective on pupils’ learning. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/0109dfa0-9894-4ba0-aaa4-69de74373428
- author
- Svensson, Christina
and Holmqvist, Mona
LU
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- conceptual knowledge, mean value, pre-service teacher education, procedural knowledge, variation theory
- in
- International Electronic Journal of Mathematics Education
- volume
- 16
- issue
- 3
- article number
- em0649
- pages
- 12 pages
- publisher
- Modestum Ltd.
- ISSN
- 1306-3030
- DOI
- 10.29333/iejme/11067
- language
- Unknown
- LU publication?
- no
- id
- 0109dfa0-9894-4ba0-aaa4-69de74373428
- date added to LUP
- 2023-12-04 17:25:47
- date last changed
- 2023-12-07 11:18:21
@article{0109dfa0-9894-4ba0-aaa4-69de74373428,
abstract = {{The aim of this study is to explore pre-service teachers’ procedural and conceptual understanding of pupils’ understanding of mean value, before and after an intervention. Participants are 66 pre-service teachers, and two teacher educators. The data consists of five video-recorded lessons and pre-service teachers’ pre- and post-test discussions. Based on variation theory, the analysis aimed to identify pre-service teachers’ expressed knowledge of procedural and conceptual understanding, focusing four categories of expressions: procedural (P), procedural didactics (PD), conceptual (C), and conceptual didactics (CD). The pre-service teachers’ expressed understanding of pupils’ knowledge developed differently in the five teacher student groups. A shift from procedural to conceptual focus occurred in two groups. The number of procedural related words expressed in the first group decreased from 104 (pre-test: 65 P and 39 PD) to 16 (post-test: 9 P and 7 PD), at the same time as the conceptual related words increased (pre 4 C and 0 CD and post 11 C and 16 CD). In the second group, 87 procedure-related words (36 P and 51 PD) identified during pre-test decreased after the intervention (3 P and 9 PD). Instead, concept-related words increased from 16 (12 C and 4 CD) to 29 (10 C and 19 CD). The changes occurred among participants who had got, except of theoretical instruction, challenging hands-on tasks about the Mathematical content in focus. The findings from this study contribute to understand how design of instruction for pre-service teacher contributes to enhance teacher students’ didactic perspective on pupils’ learning.}},
author = {{Svensson, Christina and Holmqvist, Mona}},
issn = {{1306-3030}},
keywords = {{conceptual knowledge; mean value; pre-service teacher education; procedural knowledge; variation theory}},
language = {{und}},
number = {{3}},
pages = {{1--12}},
publisher = {{Modestum Ltd.}},
series = {{International Electronic Journal of Mathematics Education}},
title = {{Pre-Service Teachers' Procedural and Conceptual Understanding of Pupils' Mean Value Knowledge in Grade 6}},
url = {{http://dx.doi.org/10.29333/iejme/11067}},
doi = {{10.29333/iejme/11067}},
volume = {{16}},
year = {{2021}},
}