Developing K-8 Preservice Teachers’ Measurement Unit Conversion Strategies
Location
Mathematics Instruction (Session 2 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Converting two-dimensional measurement units presents challenges for K-8 preservice teachers (PSTs) (e.g., 9 ft2= __ yd2). Place value deficiency, lack of understanding of metric system measurement units, misconceptions about relationships between measurement units, and uncertain knowledge of ratios have been identified as causes of student error in one-dimensional analysis (e.g., Livy & Vale, 2011; Morris, 2001; Southwell & Penglase, 2005). However, PSTs’ strategies for solving two-dimensional measurement unit conversion problems (MUCPs) and possible interventions for improvement are rarely investigated in research.
The purpose of this study is to design and test a set of tasks that may help students develop correct conceptions and skills for solving MUCPs with the emphasis on two-dimensional problems. The research question is: What is the potential impact of designed task-based interventions on K-8 preservice teachers’ knowledge and ability to solve MUCPs? Data participants are 40 K-8 PSTs enrolled in a Foundations of Data and Geometry course. PSTs completed four MUCPs each in a pre-test and a post-test. Analysis of PSTs’ results from both control and treatment groups will be shared.
Keywords
Unit Conversion, Measurement, K-8 Preservice Teacher Education, Dimensional Analysis, Error Taxonomy
Professional Bio
Dr. Ha Nguyen is an Assistant Professor of Mathematics Education at Georgia Southern University and a Blue’10 Fellow in the Mathematical Association of America’s (MAA’s) Project NExT (New Experiences in Teaching) for mathematics faculty. She is interested in the teaching and learning of mathematics of preservice and inservice teachers and undergraduate students, teaching mathematics for social justice, and STEM teaching and learning. She earned her Ph.D. in Mathematics from Emory University. --------------------------------------------------------------------------------------------------------------- Dr. Eryn M. Stehr is an Assistant Professor of Mathematics Education at Georgia Southern University, and a 2018 fellow in the Association of Mathematics Teacher Educators’ (AMTE’s) Service, Teaching, and Research (STaR) program for mathematics education faculty. Her research interests focus on developing teacher autonomy and decision-making in mathematics teaching and learning, with a special focus on integrating use of technology with rich tasks and mathematical discussion. She earned her M.A. in Mathematics from Minnesota State University and her Ph.D. in Mathematics Education from Michigan State University. -------------------------------------------------------------------------------------------- Dr. Tuyin An is an Assistant Professor of Mathematics Education at Georgia Southern University (GSU). She is interested in teaching and learning of mathematical reasoning and proof and pre-service mathematics teacher education. She is a Service, Teaching, and Research (STaR) Fellow in the Association of Mathematics Teacher Educators (AMTE), a Project NExT (New Experiences in Teaching) Fellow in the Mathematical Association of America (MAA), and a Scholarship of Teaching and Learning (SoTL) Fellow at GSU, during 2018-2019. She earned her M.A. in Mathematics Education from New York University and Ph.D. in Mathematics Education from Purdue University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Nguyen, Ha; Stehr Maher, Eryn M.; and An, Tuyin, "Developing K-8 Preservice Teachers’ Measurement Unit Conversion Strategies" (2020). Georgia Educational Research Association Conference. 18.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/18
Developing K-8 Preservice Teachers’ Measurement Unit Conversion Strategies
Mathematics Instruction (Session 2 Breakouts)
Converting two-dimensional measurement units presents challenges for K-8 preservice teachers (PSTs) (e.g., 9 ft2= __ yd2). Place value deficiency, lack of understanding of metric system measurement units, misconceptions about relationships between measurement units, and uncertain knowledge of ratios have been identified as causes of student error in one-dimensional analysis (e.g., Livy & Vale, 2011; Morris, 2001; Southwell & Penglase, 2005). However, PSTs’ strategies for solving two-dimensional measurement unit conversion problems (MUCPs) and possible interventions for improvement are rarely investigated in research.
The purpose of this study is to design and test a set of tasks that may help students develop correct conceptions and skills for solving MUCPs with the emphasis on two-dimensional problems. The research question is: What is the potential impact of designed task-based interventions on K-8 preservice teachers’ knowledge and ability to solve MUCPs? Data participants are 40 K-8 PSTs enrolled in a Foundations of Data and Geometry course. PSTs completed four MUCPs each in a pre-test and a post-test. Analysis of PSTs’ results from both control and treatment groups will be shared.
