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dc.contributor.advisorLawson, Alex
dc.contributor.authorLatt, Walter Emil
dc.date.accessioned2017-06-08T13:20:45Z
dc.date.available2017-06-08T13:20:45Z
dc.date.created2007
dc.date.issued2007
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/3700
dc.description.abstractIn this study, pre-service teachers’ understanding of perimeter, area, the relationship between the two, and volume are explored. A questionnaire on these concepts was administered to 110 participants, comprising the three divisions of teacher candidates enrolled in a small northern Canadian Faculty of Education. This was followed by sample interviews to help clarify some of the responses found in the questionnaire. The results were surprising. Regardless of division or mathematics background while some had a conceptual understanding of the concepts many did not. Many students demonstrated only a procedural understanding including a sizable proportion of the I/S students. These findings are discussed as well as recommendations for further research and teacher training.
dc.language.isoen_US
dc.subjectMathematics (Study and teaching)
dc.subjectSpace perception in children
dc.subjectSpace perception (Study and teaching)
dc.titlePre-service teachers' conceptual understanding of perimeter, area, and volume
dc.typeThesis
etd.degree.nameMaster of Education
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University


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