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.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 [please consult the author]|
|Deposited On:||17 Feb 2009 04:34|
|Last Modified:||27 Oct 2014 04:57|
Repository Staff Only: item control page