Conceptual and procedural mathematical knowledge of beginning mathematics majors and preservice teachers
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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.
| Original language | English |
|---|---|
| Title of host publication | 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 |
| Editors | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas |
| Number of pages | 8 |
| Volume | 2 |
| Place of Publication | Alicante |
| Publisher | Universidad de Alicante |
| Publication date | 2022 |
| Pages | 307-314 |
| ISBN (Print) | 978-84-1302-176-8 |
| ISBN (Electronic) | 978-84-1302-176-8 |
| Publication status | Published - 2022 |
| Event | 45th Conference of the International Group for the Psychology of Mathematics Education - PME 2022 - Alicante, Spain Duration: 18.07.2022 → 23.07.2022 Conference number: 45 https://web.ua.es/pme45/ |
- Didactics of Mathematics
- Empirical education research