Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry

Jennifer A. Eli, Margaret J. Mohr-Schroeder, Carl W. Lee

Research output: Contribution to journalArticlepeer-review

50 Scopus citations

Abstract

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that promote a conceptually indexed, broad-based foundation of mathematics knowledge for teaching which encompasses the establishment and strengthening of mathematical connections. The purpose of this concurrent exploratory mixed methods study was to examine prospective middle grades teachers' mathematics knowledge for teaching geometry and the connections made while completing open and closed card sort tasks meant to probe mathematical connections. Although prospective middle grades teachers' mathematics knowledge for teaching geometry was below average, they were able to make over 280 mathematical connections during the card sort tasks. Curricular connections made had a statistically significant positive impact on mathematics knowledge for teaching geometry.

Original languageEnglish (US)
Pages (from-to)120-134
Number of pages15
JournalSchool Science and Mathematics
Volume113
Issue number3
DOIs
StatePublished - Mar 2013

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Engineering (miscellaneous)
  • Physics and Astronomy (miscellaneous)
  • History and Philosophy of Science

Fingerprint

Dive into the research topics of 'Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry'. Together they form a unique fingerprint.

Cite this