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ERIC Number: ED546376
Record Type: Non-Journal
Publication Date: 2012
Pages: 254
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-6399-3
Pre-Service Teachers' Conceptions of Literal Symbols
Frost, Jodi L.
ProQuest LLC, Ph.D. Dissertation, University of Idaho
There has been continuing pressure to incorporate algebraic thinking into K-12 education. Elementary teachers will be expected to incorporate and successfully execute algebra related lessons. This dissertation study examines pre-service elementary teachers' conceptions and content knowledge regarding literal symbols and their usage. A written questionnaire was administered to fifty-eight pre-service elementary teachers and ten of these participants were selected for individual interviews. Particular attention was paid to previously known and expected issues including identifying appropriate symbolic conventions, discerning the difference between unknowns and variables, interpreting expressions with mnemonic literal symbols and solution strategies. The study found that despite having additional college mathematics courses, the pre-service elementary teachers' held similar conceptions and content knowledge to those of K-12 students in previous studies. Participants exhibited some difficulties with conventions of literal symbol usage. Also, the participants tended to have only a procedural view of the term solve and did not link it to finding the solution set. Alternative conceptions in different areas of literal symbol usage do not appear to be linked. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A