Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschungbegutachtet

Authors

In light of known challenges in the transition from school to university in mathematics, we investigate differences in the (mathematical) prerequisites of mathematics majors and preservice mathematics teachers. Results show that although there are no significant differences in high school grade point average, mathematical prerequisites of mathematics majors are significantly better than those of preservice mathematics teachers. Differences are higher in conceptual than in procedural knowledge with medium effect sizes between mathematics majors and preservice higher secondary teachers and (very) large effect sizes between mathematics majors and preservice lower secondary or primary school teachers. These results are discussed regarding transition challenges and the fit of prerequisites and chosen study program.
OriginalspracheEnglisch
TitelProceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education : Alicante, Spain July 18 – 23, 2022; Volume 2 Research Reports A – H
HerausgeberCeneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Anzahl der Seiten8
Band2
ErscheinungsortAlicante
VerlagUniversidad de Alicante
Erscheinungsdatum2022
Seiten307-314
ISBN (elektronisch)978-84-1302-176-8
PublikationsstatusErschienen - 2022
Veranstaltung45th Conference of the International Group for the Psychology of Mathematics Education - PME 2022 - Alicante, Spanien
Dauer: 18.07.202223.07.2022
Konferenznummer: 45
https://web.ua.es/pme45/