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A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge./
作者:	Zhao, Weichen.
面頁冊數:	1 online resource (95 pages)
附註:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438162914

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.
Zhao, Weichen.

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge. - 1 online resource (95 pages)

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.S.Ed.)--Southern Illinois University at Carbondale, 2018.

Includes bibliographical references

There are many researchers that emphasize the importance of how teachers' knowledge will affect students' learning. However, not much research is focused on an international comparison between preservice mathematics teachers' procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers' (PTS) procedural knowledge, b) the significant differences between the United States and Chinese PTS' conceptual knowledge, and c) the relationships between the United States and Chinese PTS' procedural knowledge and conceptual knowledge. By comparing the results, the researcher determined the strengths and weaknesses of preservice mathematics teachers in the two countries. The researcher will provide PTS some information based on the results of the knowledge test.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438162914Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.
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504 $a Includes bibliographical references
520 $a There are many researchers that emphasize the importance of how teachers' knowledge will affect students' learning. However, not much research is focused on an international comparison between preservice mathematics teachers' procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers' (PTS) procedural knowledge, b) the significant differences between the United States and Chinese PTS' conceptual knowledge, and c) the relationships between the United States and Chinese PTS' procedural knowledge and conceptual knowledge. By comparing the results, the researcher determined the strengths and weaknesses of preservice mathematics teachers in the two countries. The researcher will provide PTS some information based on the results of the knowledge test.
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538 $a Mode of access: World Wide Web
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655 7 $a Electronic books. $2 local $3 554714
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690 $a 0530
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710 2 $a Southern Illinois University at Carbondale. $b Curriculum and Instruction. $3 1179923
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