Year of Publication

2009

Degree Name

Doctor of Philosophy (PhD)

Document Type

Dissertation

College

Education

Department

Educational Sciences

First Advisor

Dr. Margaret J. Mohr-Schroeder

Second Advisor

Dr. Carl W. Lee

Abstract

With the implementation of No Child Left Behind legislation and a push for reform curricula, prospective teachers must be prepared to facilitate learning at a conceptual level. To address these concerns, an exploratory mixed methods investigation of twenty-eight prospective middle grades teachers’ mathematics knowledge for teaching geometry and mathematical connection-making was conducted at a large public southeastern university. Participants completed a diagnostic assessment in mathematics with a focus on geometry and measurement (CRMSTD, 2007), a mathematical connections evaluation, and a card sort activity. Mixed methods data analysis revealed prospective middle grades teachers’ mathematics knowledge for teaching geometry was underdeveloped and the mathematical connections made by prospective middle grades teachers were more procedural than conceptual in nature.

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