Quantitative literacy for pre-service elementary teachers within social and historical contexts
Peard, Robert F. (2008) Quantitative literacy for pre-service elementary teachers within social and historical contexts. In History and Pedagogy of Mathematics Conference, 14-18 July 2008, Mexico City.
Concern with elementary teachers' subject knowledge in mathematics and science has been extensively documented in the literature over the past two decades in both mathematics and science education. In addition, there is evidence that many students begin teacher education displaying misconceptions in both mathematics and science. There is general agreement that these students' misconceptions are acquired during their school experiences and that negative attitudes contribute to poor classroom teaching which in turn contributes to poor pupil attitudes, beliefs and performance outcomes. If these pupils go on to become teachers, a cycle of negativity may be created and that if change is to occur, it must come through suitable intervention at the tertiary level. It is therefore important to make the most efficient use of the limited time available to improve the general mathematical and scientific competencies of pre-service primary teachers. This paper will outline an attempt at appropriate intervention by the implementation of an integrated unit, Quantitative Literacy, which has been developed by the author. The unit consists of an integration of topics from mathematics and science in which mathematical and scientific thinking, beliefs, and problem solving are examined entirely within social and historical contexts. This paper will present some of the integrated historical topics of the unit.
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|Item Type:||Conference Paper|
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 [please consult the author]|
|Deposited On:||17 Feb 2009 14:34|
|Last Modified:||25 Mar 2013 18:08|
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