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Date Available
12-14-2011
Year of Publication
2009
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational Sciences
Faculty
Dr. Margaret J. Mohr-Schroeder
Faculty
Dr. Deborah B. Slaton
Faculty
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.
Recommended Citation
Eli, Jennifer Ann, "AN EXPLORATORY MIXED METHODS STUDY OF PROSPECTIVE MIDDLE GRADES TEACHERS' MATHEMATICAL CONNECTIONS WHILE COMPLETING INVESTIGATIVE TASKS IN GEOMETRY" (2009). University of Kentucky Doctoral Dissertations. 781.
https://uknowledge.uky.edu/gradschool_diss/781
