Area and Perimeter: Preservice Teachers' Confusion

School Science and Mathematics

Volumn 97, Issue 2, 1997, Pages 75-77

  Reinke, Kathryn S ^a  

^a Oklahoma State University ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0345853184     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.1997.tb17346.x     Document Type: Article

References (9)

1. Blais, D. (1988). Constructivism: A theoretical revolution in teaching. Journal of Developmental Education, 11(3), 2–7.
2. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., and Agard, P. (1993). Conceptual knowledge fall through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24, 8–40.
3. Good, T.L., Grouws, D.A., & Ebmeier, H. (1983). Active mathematics teaching. New York: Longman.
4. Livingston, C., & Borko, H. (1990). High school mathematics review lessons: Expert-novice distinctions. Journal for Research in Mathematics Education, 21(5), 372–387.
5. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
6. Reinke, K.S. (1995, January). Attitudes of preservice elementary teachers toward procedural and conceptual tasks. A paper presented at the annual meeting of the Southwest Educational Research Association, Dallas, Tx.
7. Schram, P., Wilcox, S., Lanier, P., & Lappan, G. (1988). Changing mathematical conceptions of preservice teachers: A content and pedagogical intervention. (Research Report 88–4). East Lansing: Michigan State University, National Center for Research on Teacher Education.
8. Vladimirskii, G.A. (1971). An experimental verification of a method and system of exercises for developing spatial imagination. In J. Kilpatrick & I. Wirszup (Eds.), Soviet studies in the psychology of learning and teaching mathematics, Vol. 5, (pp. 57–117). Chicago, IL: University of Chicago Press.
9. Woodward, E., & Byrd, F. (1983). Area: Included topic, neglected concept. School Science and Mathematics, 83(4), 342–47.