id: 05881897
dt: a
an: 2011d.00187
au: Ellerton, Nerida F.; A. (Ken) Clements, M.
ti: Prospective middle-school mathematics teachers’ knowledge of equations
and inequalities.
so: Cai, Jinfa (ed.) et al., Early algebraization. A global dialogue from
multiple perspectives. Berlin: Springer (ISBN 978-3-642-17734-7/hbk;
978-3-642-17735-4/ebook). Advances in Mathematics Education, 379-408
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: B53 H39 D79
ut: quadratic eqautions; quadratic inequalities; future middle-school
teachers’ misconceptions; empirical investigations; educational
analysis
ci:
li: doi:10.1007/978-3-642-17735-4_21
ab: Summary: This chapter describes an investigation into the algebra content
knowledge, in relation to elementary equations and inequalities, of 328
US teacher-education students who were seeking endorsement to become
specialist middle-school mathematics teachers. Most of these
prospective teachers had done well in high school mathematics and were
taking their last algebra course before becoming fully qualified
teachers of mathematics. After reviewing the scant literature on the
teaching and learning of quadratic equations, and of linear
inequalities, we summarize a pencil-and-paper instrument, developed
specifically for the study, which included linear and non-linear
equations and inequalities. The students were also asked to comment, in
writing, on a “quadratic equation scenario” that featured four
common errors in relation to quadratic equations. Data analysis
revealed that hardly any of the 328 students knew as much about
elementary equations or inequalities as might reasonably have been
expected. Brief details of a successful intervention program aimed at
improving the pre-service teachers’ knowledge, skills and concepts
relating to quadratic equations and inequalities are given, and
implications of the findings for mathematics teacher education and,
more generally, for the teaching and learning of algebra, are
discussed.
rv: