Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)
- Volume 12 Issue 2
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- Pages.85-108
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- 2008
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- 1226-6191(pISSN)
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- 2287-9943(eISSN)
Authentic Investigative Activities for Teaching Ratio and Proportion in Elementary and Middle School Mathematics Teacher Education
- Ben-Chaim, David (Faculty of Science and Science Education, University of Haifa-Oranim) ;
- Ilany, Bat-Sheva (Beit-Berl College) ;
- Keret, Yaffa (Weizmann Institute of Science, Israeli Science Teaching Center)
- Published : 2008.06.30
Abstract
In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.
Keywords
- authentic investigative activities;
- ratio and proportion;
- proportional reasoning;
- pre-service mathematics teachers