Future Primary Teachers’ Knowledge about the Perimeter and Area of a Rectangle
DOI:
https://doi.org/10.55707/ds-po.v38i2.100Keywords:
area of rectangle, perimeter of rectangle, conceptual and procedural knowledge, primary school teachers, mathematics textbookAbstract
What is the quality of the mathematics knowledge of our pupils and our students – future teachers? Do they know how to apply such knowledge in real situations? Can they explain the concepts and procedures or do they just practice and automate the procedures without reasoning? These questions are often asked in the context of teaching mathematics and the education of future teachers. Considering the irreplaceable role of elementary (primary) schoolteachers in the process of teaching and learning mathematics, we set the goal of the research: to check the quality of our future primary school teachers’ knowledge of the perimeter and area of a rectangle. Teachers’ mathematical content knowledge must primarily be conceptual knowledge rather than procedural knowledge. The test results showed that the conceptual knowledge of future teachers is weaker than the procedural knowledge. Due to the obtained results and the role of textbooks as a basic learning resource, we have decided to also present the results of an analysis of the types of tasks related to the perimeter and area of a rectangle in elementary school textbooks.
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Copyright (c) 2023 Josipa Jurić, Karmelita Pjanić
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