Abstract
Understanding is one of the four key ideas in the Australian Mathematics Curriculum. This case study investigated preservice teachers’ understanding of modified words such as ‘regular polygon’, where the preceding word/s modifies the meaning of the final word.
Data were gathered from 23 preservice teachers who voluntarily participated in a series of learning sessions focused on literacy in mathematics.
The study highlights potential difficulties that preservice teachers have with some mathematical concepts described by modified words. Reading the paper has the potential to enhance teachers’ understanding of some modified words and challenges associated with their use. This knowledge can be productively used in their teaching.
Data were gathered from 23 preservice teachers who voluntarily participated in a series of learning sessions focused on literacy in mathematics.
The study highlights potential difficulties that preservice teachers have with some mathematical concepts described by modified words. Reading the paper has the potential to enhance teachers’ understanding of some modified words and challenges associated with their use. This knowledge can be productively used in their teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 23-28 |
| Number of pages | 6 |
| Journal | Australian Mathematics Education Journal |
| Volume | 3 |
| Issue number | 1 |
| Publication status | Published - May 2021 |