Preservice elementary teachers' attitudes toward procedural and conceptual geometry problems /
This study was designed to investigate the attitudes toward mathematics of preservice elementary teachers and the ways in which they respond to procedural and conceptual types of geometry problems. These students' perceptions of the importance of procedural and conceptual types of problems...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1995.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=742117101&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study was designed to investigate the attitudes toward mathematics of preservice elementary teachers and the ways in which they respond to procedural and conceptual types of geometry problems. These students' perceptions of the importance of procedural and conceptual types of problems were also studied. The subjects were 91 preservice teachers who were enrolled in the second semester of a mathematics content course. This study used several methods of inquiry: survey on attitude toward mathematics, questionnaires about procedural and conceptual problems, and interviews about attitudes and feelings toward the problems. The results from the survey on attitudes toward mathematics suggests a wide variation in attitudes, ranging from extremely negative to extremely positive. The data from the questionnaires indicate that conceptual problems were harder but more useful. Procedural problems produced more confidence about the solutions. Conceptual problems were more confusing and required more original thinking. These preservice teachers indicated their perceptions of the importance of procedural and conceptual problems by assigning more points on tests and homework for conceptual problems. Many of the students believed that conceptual problems should appear on assessment instruments only if they had previously been discussed in the classroom. It must be the responsibility of teacher mathematics education programs to encourage students to confront their beliefs. In addition the students must be made aware of the importance of conceptual learning. |
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| Item Description: | Vita. "Major subject: Curriculum and Instruction". |
| Physical Description: | xiii, 93 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfiche Inc. |
| Bibliography: | Includes bibliographical references. |