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Effects of Lesson Sequencing on Preservice Teachers’ Mathematical Knowledge of Place-Value

Title:

Effects of Lesson Sequencing on Preservice Teachers’ Mathematical Knowledge of Place-Value

Royea, Diana A (2012) Effects of Lesson Sequencing on Preservice Teachers’ Mathematical Knowledge of Place-Value. Masters thesis, Concordia University.

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Abstract

ABSTRACT

The Effects of Lesson Sequencing on Preservice Teachers' Place-Value Knowledge
Diana Royea
Elementary students' mathematical achievement is a focal point of mathematics education research. Place-value is a foundational topic in the elementary mathematics curriculum. In order to teach place-value in a manner that is in line with mathematics reform practices, teachers must possess strong conceptual, procedural, and specialized content knowledge (SCK) of place-value. At the same time, preservice teachers tend possess mathematical knowledge that is conceptually and procedurally weak. This study used a pretest-posttest design to investigate the effects of lesson sequencing on preservice teachers' conceptual, procedural, SCK, and transfer knowledge of place-value. Preservice teachers were assigned to one of three conditions: Concepts-first, Procedures-First, or Iterative. All of the participants were exposed to the same eight lessons, four conceptual and four procedural. The differences between the conditions was the order the lessons were received in. The results were analyzed quantitatively and where there were significant effects, those results were further analyzed from a qualitative perspective. Quantitative results indicated that there was a significant time × group interaction for conceptual knowledge. The Iterative condition significantly outperformed the Concepts-first and the Procedures-first conditions. While there was no main effect of condition on procedural knowledge, SCK, and transfer, there was a main effect of time for all three of these knowledge types. Furthermore, qualitative analyses revealed that the pathway of conceptual knowledge acquisition was affected by lesson sequencing. Finally, limitations, future research, and practical implications of this study are discussed.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Royea, Diana A
Institution:Concordia University
Degree Name:M.A.
Program:Child Study
Date:05 September 2012
Thesis Supervisor(s):Osana, Helena P
Keywords:teacher education; place-value; teacher education; lesson sequencing; concepts-first; iterative; procedures-first
ID Code:974753
Deposited By:DIANA ROYEA
Deposited On:25 Oct 2012 12:33
Last Modified:25 Oct 2012 12:33
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