Implementation of a Model Using Authentic Investigative Activities for Teaching Ratio & Proportion in Pre-Service Teacher Education [electronic resource] / Bat-Sheva Ilany, Yaffa Keret and David Ben-Chaim.
In this research we examined and assessed the impact of implementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service teacher education. The model was developed following pilot studies investigating the change in mathematical and pedagogical know...
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Full Text (via ERIC) |
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| Main Author: | |
| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
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2004.
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| Summary: | In this research we examined and assessed the impact of implementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service teacher education. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and inservice mathematics teachers due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, incorporating theory and practice leads to a dramatic positive change in the pre-service teachers' content and pedagogical knowledge. In addition, an improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio & proportion in particular. (Contains 2 figures and 2 tables.) [For complete proceedings, see ED489538.] |
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| Item Description: | Availability: International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org. Abstractor: Author. Educational level discussed: Higher Education. |
| Physical Description: | 8 pages. |
| Type of Computer File or Data Note: | Text (Reports, Evaluative) Text (Speeches/Meeting Papers) |
| Preferred Citation of Described Materials Note: | International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004. |