Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: a pilot study
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Resumo
This study evaluates the impact of “the ability to look at elementary mathematics from an advanced standpoint (EMFAS),” which was originally proposed by Felix Klein, in mathematics education. By strengthening the connection between elementary and tertiary mathematics, mathematics teachers are expected to have advanced knowledge to offer students higher mathematical insights. Thus, EMFAS serves as a great indicator for measuring teaching effectiveness. By investigating newly qualified and pre-service teachers’ ability to apply EMFAS techniques, we analyze the logic involved in solving some specially constructed problems and how teachers could deliver mathematical knowledge to students at the elementary level with the advanced knowledge they possess. We explain the importance of the EMFAS course, in terms of pedagogy and content knowledge. This course prepares pre-service mathematics teachers by equipping them with advanced knowledge for their future profession. This study evaluates mathematics teachers’ proficiency in applying EMFAS techniques via a problem set and interviews. We summarize the hierarchical nature of how teachers perceive EMFAS, which could play an important role in guiding pedagogy in mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 9
- Editora
- Frontiers Media
- Ano
- 2024 (2024-07-09)
- Idioma
- en
- Palavras-chave
- Felix Klein; pre-service mathematics teachers; novice teachers; teacher mathematical knowledge; teacher competence; mathematics teacher education; problem solving; teacher perceptions
- Temas
- Formação de Professores de Matemática, Resolução de Problemas
- DOI
- 10.3389/feduc.2024.1222510
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CHENG, Hiu Fai Kell et al.. Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: a pilot study. Frontiers in Education, v. 9, 2024. DOI: https://doi.org/10.3389/feduc.2024.1222510.
APA
Cheng, H. F. K., Leung, K. S., Leung, K. S., Ma, C. H., Man, Y. K., Ng, T. K. D., & Yuen, M. (2024). Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: a pilot study. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1222510
BibTeX
@article{cheng2024,
author = {Cheng, Hiu Fai Kell and Leung, King Shun and Leung, King Shun and Ma, Chun Hung and Man, Yiu Kwong and Ng, Tsz Kit Davy and Yuen, Manwai},
title = {Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: a pilot study},
year = {2024},
journal = {Frontiers in Education},
volume = {9},
publisher = {Frontiers Media},
doi = {10.3389/feduc.2024.1222510},
language = {en}
}RIS
TY - JOUR AU - Cheng, Hiu Fai Kell AU - Leung, King Shun AU - Leung, King Shun AU - Ma, Chun Hung AU - Man, Yiu Kwong AU - Ng, Tsz Kit Davy AU - Yuen, Manwai TI - Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: a pilot study PY - 2024 JO - Frontiers in Education VL - 9 DO - 10.3389/feduc.2024.1222510 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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