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

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-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 languageEnglish
Title of host publicationProceedings 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
EditorsCeneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Number of pages8
Volume2
Place of PublicationAlicante
PublisherUniversidad de Alicante
Publication date2022
Pages307-314
ISBN (Electronic)978-84-1302-176-8
Publication statusPublished - 2022
Event45th Conference of the International Group for the Psychology of Mathematics Education - PME 2022 - Alicante, Spain
Duration: 18.07.202223.07.2022
Conference number: 45
https://web.ua.es/pme45/