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A Study of the United States and Chi...

Zhao, Weichen.

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A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge./
Author:	Zhao, Weichen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	95 p.
Notes:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787308
ISBN:	9780438162914

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.
Zhao, Weichen.

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 95 p.

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.S.Ed.)--Southern Illinois University at Carbondale, 2018.

There are many researchers that emphasize the importance of how teachers' knowledge will affect students' learning. However, not much research is focused on an international comparison between preservice mathematics teachers' procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers' (PTS) procedural knowledge, b) the significant differences between the United States and Chinese PTS' conceptual knowledge, and c) the relationships between the United States and Chinese PTS' procedural knowledge and conceptual knowledge. By comparing the results, the researcher determined the strengths and weaknesses of preservice mathematics teachers in the two countries. The researcher will provide PTS some information based on the results of the knowledge test.

ISBN: 9780438162914Subjects--Topical Terms:

641129
Mathematics education.

A Study of the United States and Chinese Preservice Mathematics Teachers' Procedural Knowledge and Conceptual Knowledge.
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520 $a There are many researchers that emphasize the importance of how teachers' knowledge will affect students' learning. However, not much research is focused on an international comparison between preservice mathematics teachers' procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers' (PTS) procedural knowledge, b) the significant differences between the United States and Chinese PTS' conceptual knowledge, and c) the relationships between the United States and Chinese PTS' procedural knowledge and conceptual knowledge. By comparing the results, the researcher determined the strengths and weaknesses of preservice mathematics teachers in the two countries. The researcher will provide PTS some information based on the results of the knowledge test.
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