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ERIC Number: ED496820
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Reference Count: 20
ISBN: N/A
ISSN: N/A
Preservice Teachers' Understandings of Relational and Instrumental Understanding
Beswick, Kim
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v2 p161-168
This paper reports on the responses of a cohort of preservice primary teachers to a statement about the extent to which helping children achieve relational understanding is a realistic expectation. Although the preservice teachers' course had included teaching about understanding a number of misconceptions about the meanings of relational and instrumental understanding were evident in the responses of a sizeable minority, along with evidence that many held beliefs that were likely to result in them teaching instrumentally. The findings highlight the idiosyncratic nature of preservice teachers' knowledge construction and draw attention to a range of disparate meanings that may be attached to the term "understanding" even when it is qualified with other words such as "instrumental" or "relational". (Contains 1 table.) [For complete proceedings, see ED496859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A