TITLE:
Comprehending and Using the Mathematical Symbols, from a Quantitative Perspective amongst Preschool and 1st- and 2nd-Grade Pre-Service Teachers
AUTHORS:
Dina Hassidov, Bat-Sheva Ilany
KEYWORDS:
Preschool Teachers, Pre-Service Teachers, Mathematics Education, Early Childhood, Mathematical Symbol
JOURNAL NAME:
Creative Education,
Vol.11 No.9,
September
8,
2020
ABSTRACT: A study using both quantitative and qualitative methods was conducted among pre-service teachers for preschool and pre-service teachers for grade 1 and 2 to see if they understood when and how to use the mathematical symbols “ “>”, and “=”. Some had previously participated in a course on the subject. The study showed a significant difference between those who had
previously studied the topic and those who had not: the majority of the latter
group did not understand that these symbols may be used ONLY in a mathematical
sense when comparing quantity and not when comparing graphical images (i.e.,
different sizes and thicknesses) nor did their use depend on context (graphical
vs. numerical comparisons). This particular study was part of a more comprehensive study about the
mathematical knowledge of pre-service teachers.