The role of subject knowledge in primary prospective teachers' approaches to teaching the topic of area

Journal of Mathematics Teacher Education

Volumn 15, Issue 3, 2012, Pages 187-206

  Murphy, Carol ^a,b  

^a UNIVERSITY OF EXETER   (United Kingdom)

^b UNIVERSITY OF WAIKATO   (New Zealand)

Author keywords

Area measurement; Elementary mathematics education; Teacher knowledge

Indexed keywords

EID: 84861224974     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-011-9194-8     Document Type: Review

References (40)

1. Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.
2. Argyris, C., & Schon, D. (1974). Theory in practice. San Francisco, CA: Jossey-Bass.
3. Askew, M., Brown, M., Rhodes, V., Johnson, D., & Wiliam, D. (1997). Effective teachers of numeracy. London: King's College.
4. Aubrey, C. (1997). Mathematics teaching in the early years: An investigation of teachers' subject knowledge. London: Falmer Press.
5. Ball, D. L. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8, 40-48.
6. Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In E. Simmt & B. Davis (Eds.), Proceedings of the 2002 annual meeting of the Canadian mathematics education study group (pp. 3-14). Edmonton, Alberta: CMESG/GCEDM.
7. Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, 14-46.
8. Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematics knowledge. In V. Richardson (Ed.), Handbook of research on teaching (pp. 433-456). New York: Macmillan.
9. Battista, M. (1982). Understanding area and area formulas. The Mathematics Teacher, 75, 362-368.
10. Baturo, A., & Nason, R. (1996). Student teachers' subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235-268.
11. Begel, E. G. (1979). Critical variables in mathematics education: Findings from a survey of the empirical literature. Washington, DC: Mathematical Association of America and National Council of Teachers of Mathematics.
12. Berenson, S., van der Valk, T., Oldham, E., Runesson, U., Queiroz Moreira, C., & Broekman, H. (1997). An international study to investigate prospective teachers' content knowledge of the area concept. European Journal of Teacher Education, 20, 137-150.
13. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. New York: State University of New York Press.
14. Chinnapan, M., & Thomas, M. (2003). Teachers' function schemas and their role in modelling. Mathematics Education Research Journal, 15, 151-170.
15. DfES. (2006). Primary national strategy: Primary framework for literacy and mathematics. London: Department for Education and Skills (DfES).
16. Dickson, L. (1989). Area of a rectangle. In D. Johnson (Ed.), Children's mathematical frameworks 8-13: A study of classroom teaching (pp. 89-125). Windsor, Berkshire: NFER-Nelson.
17. Dickson, L., Brown, M., & Gibson, O. (1984). Children learning mathematics: A teacher's guide to recent research. London: Cassell.
18. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15, 13-33.
19. Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Dordrecht, Holland: D. Reidel Publishing Company.
20. Ginsburg, H. (1997). Entering the child's mind: The clinical interview in psychological research and practice. Cambridge: Cambridge University Press.
21. Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). Hillsdale, NJ: Lawrence Erlbaum.
22. Hill, H., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.
23. John, P. (1991). A qualitative study of lesson plans. Journal of Education for Teaching, 17, 301-320.
24. Lehrer, R., & Chazan, D. (Eds.). (1998). Designing learning environments for developing understanding of geometry and space. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
25. Lunzer, E. (1968). Formal reasoning. In E. Lunzer & J. Morris (Eds.), Development in human learning. New York: Elsevier.
26. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum.
27. Nitabach, E., & Lehrer, R. (1996). Developing spatial sense through area measurement. Teaching Children Mathematics, 2, 473-476.
28. Pesek, D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. Journal for Research in Mathematics Education, 31, 524-540.
29. Rizvi, N. F. (2004). Prospective teachers' knowledge about the concept of division. Bedford Park, South Australia: Flinders University of South Australia.
30. Rowland, T., Martyn, S., Barber, P., & Heal, C. (2001). Investigating the mathematics subject matter knowledge of pre-service elementary school teachers. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the international group for the psychology of mathematics education (pp. 121-128). Utrecht: Freudenthal Institute.
31. Rowland, T., Turner, F., Thwaites, A., & Huckstep, P. (2009). Developing primary mathematics teaching. London: Sage.
32. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
33. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
34. Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 1-7.
35. Stavy, R., & Tirosh, D. (1996). Intuitive rules in science and mathematics: The case of 'more of A-more of B'. International Journal of Science Education, 18, 653-667.
36. Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (2001). Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213-226.
37. Swanson, D., Schwartz, R., Ginsburg, H., & Kossan, N. (1981). The clinical interview: Validity, reliability and diagnosis. For the Learning of Mathematics, 2, 31-38.
38. Thompson, A. (Ed.). (1992). Teachers' beliefs and conceptions: A synthesis of the research. New York: Macmillan.
39. Tierney, C., Boyd, C., & Davis, G. (1990). Prospective primary teachers' conceptions of area. In G. Booker, P. Cobb, & T. D. Mendecuti (Eds.), Proceedings of the 14th conference of the international group of the psychology of mathematics education (pp. 307-315). Mexico: IGPME.
40. Zacharos, K. (2006). Prevailing educational practices for area measurement and students' failure in measuring areas. Journal of Mathematical Behaviour, 25, 224-239.