To: Author
Article Fingerprint
ReserarchID
MU06G
Choose where you want to hide AI Takeaway. Your site-wide choice will be remembered in this browser.
Common Core Mathematics Standards (CCMS) is a major effort at revamping the U.S. K-12 mathematics education in order to improve American students’ mathematical performance and international competitiveness. To ensure the successful implementation of CCMS, there have been calls for both recruiting from those with the strongest quantitative backgrounds (e.g., STEM majors) and offering rigorous mathematics training in teacher preparation. Missing from the literature are questions of whether STEM majors who arguably represent the strongest candidates for the teaching force have the depth of content understanding in order to teach mathematical topics at the rigorous level that CCMS expects, and whether future mathematics teachers need the opportunities to learn rigorously the K-12 mathematical topics they are expected to teach down the road. Our paper addresses the knowledge gap in these two areas through investigating the understanding of the concept of slope among a group STEM majors who were enrolled in an undergraduate experimental teacher preparation program. We found that even among these students, there are holes in their conceptual understanding of slope and of the connection between linear equation and its graph. These weaknesses could pose challenges for their preparedness to teach the slope concept consistent with the rigor that CCMS calls for. Taking courses that specifically address the K-12 math topics is helpful. We discuss implications of these findings for the content preparation of mathematics teachers.
Xiaoxia A. Newton, Rebecca C. Poon. 2015. "Pre-Service STEM Majors Understanding of Slope According to Common Core Mathematics Standards: An Exploratory Study". Global Journal of Human-Social Science - H: Interdisciplinary GJHSS-H Volume 15 (GJHSS Volume 15 Issue 50 (H7)).
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
Explore published articles in an immersive Augmented Reality environment. Our platform converts research papers into interactive 3D books, allowing readers to view and interact with content using AR and VR compatible devices.
Your published article is automatically converted into a realistic 3D book. Flip through pages and read research papers in a more engaging and interactive format.
Total Score: 132
Country: United States
Subject: Global Journal of Human-Social Science - H: Interdisciplinary
Authors: Xiaoxia A. Newton, Rebecca C. Poon (PhD/Dr. count: 0)
View Count (all-time): 380
Total Views (Real + Logic): 1351
Total Downloads (simulated): 88
Publish Date: 2015 09, Mon
Monthly Totals (Real + Logic):
We use cookies and similar technologies to improve site performance, understand traffic, and enhance your publishing experience. Cookie Policy
Choose which optional cookies Global Journals can use. Your preference applies across this platform and can be updated any time.
These cookies are required for core website functionality and security.
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.