Exploratory study with preservice primary teachers on mathematical languages for teaching the relationship between area and volume

Authors

  • Abigail Caro Universitat Autònoma de Barcelona
  • Núria Planas Universitat Autònoma de Barcelona

DOI:

https://doi.org/10.35763/aiem.v0i19.361

Keywords:

Sociocultural approach, learning to teach mathematics, mathematics teacher preservice education, relationship between area and volume, language as resource

Abstract

In this article, we report an exploratory study about the knowledge of mathematics education subject content in a setting of education preservice training; within our sociocultural positioning, we focus on the mediating role of mathematical languages used in instruction and curricular material, and choose content relative to mathematically-relevant languages for the teaching and learning of the relationship between area and volume. Based on responses from a questionnaire, we first examine what primary school
student teachers know or anticipate of the function of language when teaching and learning the specific mathematical content. We then amplify the analysis by means of selective interviews guided by responses to the questionnaire. Our results show student teachers with weak understanding of contents of the subject to be taught -concepts of area and volume- while becoming initiated in the construction of contents on how to teach the subject -mathematical languages for teaching the area-volume relationship.

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Published

2021-05-03

How to Cite

Caro, A., & Planas, N. (2021). Exploratory study with preservice primary teachers on mathematical languages for teaching the relationship between area and volume. Advances of Research in Mathematics Education, (19), 117–131. https://doi.org/10.35763/aiem.v0i19.361

Issue

No. 19 (2021)

Section

Artículos

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The articles published in this journal are under a license Creative Commons: By 4.0 España from  number 21 (2022).

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