Standard
Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers. /
Göller, Robin; Gildehaus, Lara; Liebendörfer, Michael et al.
Proceedings 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. Hrsg. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Band 2 Alicante: Universidad de Alicante, 2022. S. 307-314 (Proceedings of the International Conference for the Psychology of Mathematical Education).
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
Harvard
Göller, R, Gildehaus, L, Liebendörfer, M
& Besser, M 2022,
Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers. in C Fernández, S Llinares, Á Gutiérrez & N Planas (Hrsg.),
Proceedings 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. Bd. 2, Proceedings of the International Conference for the Psychology of Mathematical Education, Universidad de Alicante, Alicante, S. 307-314, 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spanien,
18.07.22. <
http://hdl.handle.net/10045/126567>
APA
Göller, R., Gildehaus, L., Liebendörfer, M.
, & Besser, M. (2022).
Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Hrsg.),
Proceedings 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 (Band 2, S. 307-314). (Proceedings of the International Conference for the Psychology of Mathematical Education). Universidad de Alicante.
http://hdl.handle.net/10045/126567
Vancouver
Göller R, Gildehaus L, Liebendörfer M
, Besser M.
Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers. in Fernández C, Llinares S, Gutiérrez Á, Planas N, Hrsg., Proceedings 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. Band 2. Alicante: Universidad de Alicante. 2022. S. 307-314. (Proceedings of the International Conference for the Psychology of Mathematical Education).
Bibtex
@inbook{4a157d2fdb084abe887a152e546ef360,
title = "Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers",
abstract = "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.",
keywords = "Mathematics education, Mathematics teaching, info:eu-repo/semantics/conferenceObject, Didactics of Mathematics, Mathematics",
author = "Robin G{\"o}ller and Lara Gildehaus and Michael Liebend{\"o}rfer and Michael Besser",
note = "Publisher Copyright: {\textcopyright} 2022 left to authors. All rights reserved.; 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 : Mathematics education research supporting practice: empowering the future, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",
year = "2022",
language = "English",
isbn = "978-84-1302-176-8",
volume = "2",
series = "Proceedings of the International Conference for the Psychology of Mathematical Education",
publisher = "Universidad de Alicante",
pages = "307--314",
editor = "Ceneida Fern{\'a}ndez and Salvador Llinares and {\'A}ngel Guti{\'e}rrez and N{\'u}ria Planas",
booktitle = "Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education",
address = "Spain",
url = "https://web.ua.es/pme45/, https://web.ua.es/de/pme45/documents/conference-program-pme45-web-170722.pdf",
}
RIS
TY - CHAP
T1 - Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers
AU - Göller, Robin
AU - Gildehaus, Lara
AU - Liebendörfer, Michael
AU - Besser, Michael
N1 - Conference code: 45
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Mathematics education
KW - Mathematics teaching
KW - info:eu-repo/semantics/conferenceObject
KW - Didactics of Mathematics
KW - Mathematics
UR - http://rua.ua.es/dspace/handle/10045/126533
UR - https://www.mendeley.com/catalogue/39a1b797-61e3-3cca-854b-aaded1d025e8/
UR - http://www.scopus.com/inward/record.url?scp=85174624285&partnerID=8YFLogxK
M3 - Article in conference proceedings
SN - 978-84-1302-176-8
VL - 2
T3 - Proceedings of the International Conference for the Psychology of Mathematical Education
SP - 307
EP - 314
BT - Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
A2 - Fernández, Ceneida
A2 - Llinares, Salvador
A2 - Gutiérrez, Ángel
A2 - Planas, Núria
PB - Universidad de Alicante
CY - Alicante
T2 - 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Y2 - 18 July 2022 through 23 July 2022
ER -
