NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1101983
Record Type: Journal
Publication Date: 2016-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1571-0068
Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers
Dreher, Anika; Kuntze, Sebastian; Lerman, Stephen
International Journal of Science and Mathematics Education, v14 suppl 2 p363-382 Jul 2016
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers' views, but also that there are common needs for professional development.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; United Kingdom (England)