A Causal-Comparative Study of South African Pre-Service Primary Mathematics Teachers' Spatial Visualization Ability: Does Common Content Knowledge Matter?

Autor/in	Shongwe, Benjamin
Titel	A Causal-Comparative Study of South African Pre-Service Primary Mathematics Teachers' Spatial Visualization Ability: Does Common Content Knowledge Matter?
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 9, S.2338-2363 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shongwe, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1869333
Schlagwörter	Mathematics Skills; Pedagogical Content Knowledge; Spatial Ability; Visualization; Mathematics Teachers; Teaching Methods; Comparative Analysis; Preservice Teachers; Teacher Education Programs; Elementary School Teachers; Misconceptions; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pädagogische Kompetenz; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Missverständnis; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study used a modified mathematical knowledge for teaching (MKT) framework to compare the "common content knowledge" (CCK) of two groups of purposively selected pre-service primary mathematics teachers (n = 86) in relation to spatial visualization. Specifically, thirty-five pre-service teachers (n[subscript 1] = 35) with a pure school mathematics background and fifty-one pre-service teachers (n[subscript 2] = 51) with a high school mathematical literacy background worked on problems that involved spatial objects, their properties and relationships. The responses of pre-service teachers with a mathematical literacy content background to the "Surface Development Test" (SDT) were significantly different from their counterparts' which suggested that their CCK in relation to spatial visualization was thin. Analysis of the "Probes" questionnaire which inquired about the pre-service teachers' views on the concept of spatial visualization showed that misconceptions hindered their performance. Future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01