NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1105992
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2156-1400
Preservice Elementary Teachers' Perspectives about the Roles of Conceptual Understanding and Factual/Procedural Knowledge in Learning and Teaching Mathematics and Science
Fuentes, Sarah Quebec; Bloom, Mark; Peace, Heather
Journal of Mathematics Education at Teachers College, v5 n1 pp57-65 Spr-Sum 2014
Preservice teachers often enter teacher education programs with naïve views about mathematics and science as well as the various domains of knowledge needed for effective teaching. A significant body of research has demonstrated that teacher knowledge is multifaceted and consists of both subject matter knowledge and pedagogical content knowledge. In this study, a cohort of preservice elementary teachers participated in an activity involving two components of subject matter knowledge (factual/procedural and conceptual). Analysis compares the preservice elementary teachers' confidence in their understanding of and ability to teach factual/procedural and conceptual knowledge in mathematics and science. Qualitative analysis of a discussion following the activity provides insights into the quantitative findings.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A