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

Robin Göller; Lara Gildehaus; Michael Liebendörfer; Michael Besser

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

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. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Vol. 2 Alicante : Universidad de Alicante, 2022. p. 307-314 (Proceedings of the ... International Conference for the Psychology of Mathematical Education; Vol. 45).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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 (eds), 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. vol. 2, Proceedings of the ... International Conference for the Psychology of Mathematical Education, vol. 45, Universidad de Alicante, Alicante, pp. 307-314, 45th Conference of the International Group for the Psychology of Mathematics Education - PME 2022, Alicante, Spain, 18.07.22. <https://web.ua.es/en/pme45/documents/proceedings-pme-45-vol2.pdf>

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 (Eds.), 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 (Vol. 2, pp. 307-314). (Proceedings of the ... International Conference for the Psychology of Mathematical Education; Vol. 45). Universidad de Alicante. https://web.ua.es/en/pme45/documents/proceedings-pme-45-vol2.pdf

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, editors, 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. Vol. 2. Alicante: Universidad de Alicante. 2022. p. 307-314. (Proceedings of the ... International Conference for the Psychology of Mathematical Education).

Bibtex

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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 = "Didactics of Mathematics, Empirical education research",

author = "Robin G{\"o}ller and Lara Gildehaus and Michael Liebend{\"o}rfer and Michael Besser",

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",

note = "45th Conference of the International Group for the Psychology of Mathematics Education - PME 2022, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",

url = "https://web.ua.es/pme45/",

}

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 - Didactics of Mathematics

KW - Empirical education research

UR - http://rua.ua.es/dspace/handle/10045/126533

UR - https://www.mendeley.com/catalogue/39a1b797-61e3-3cca-854b-aaded1d025e8/

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 Conference of the International Group for the Psychology of Mathematics Education - PME 2022

Y2 - 18 July 2022 through 23 July 2022

ER -