id: 02357237
dt: j
an: 2004c.02064
au: Chinnappan, Mohan
ti: Schema construction among pre-service teachers and the use of IT in
mathematics teaching: a case study.
so: Math. Teach. Educ. Dev. 5, 31-43 (2003).
py: 2003
pu: Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
la: EN
cc: C39
ut:
ci:
li:
ab: Recent developments about cognitions underlying mathematical learning are
beginning to suggest that the activation and appropriate use of prior
knowledge by students is, to a large measure, controlled by the quality
of organisation of that knowledge. Thus, teaching needs to support the
construction of well-connected mathematical knowledge. An important
assumption here is that teachers need to construct a repertoire of
subject-matter knowledge that is rich and well connected before they
can help their students build similar mathematical knowledge. Thus,
mathematics knowledge building is an important issue in teacher
preparation programs. This paper reports on a study about the knowledge
state of a pre-service teacher who planned to use computers in the
teaching of linear functions. The results of the study indicate the
existence of gaps in the student teacherâ€™s subject-matter knowledge.
Significantly, there was also a lack of important connections between
his understanding of linear functions and the instructional use of a
computer software program. Knowledge gaps and implications for
classroom studentsâ€™ acquisition of mathematical schemas and
mathematics teacher education programs are examined and discussed.
rv: