Mitigating Misconceptions of Preservice Teachers: The Relationship between Area and Perimeter

Authors

  • Sister Cecilia Anne Wanner Aquinas College

Abstract

Preservice teachers often demonstrate misconceptions regarding the non-constant relationship between area and perimeter. The author presents a sequence of hands-on instructional tasks with pentominoes to promote deep conceptual understanding of this relationship.

Author Biography

Sister Cecilia Anne Wanner, Aquinas College

Sister Cecilia Anne Wanner, O.P., is a member of the Congregation of the Dominican Sisters of St. Cecilia. She is currently a\url{srcanne@aquinascollege.edu}, is a member of the Confgregation of the Dominican Sisters of St. Cecilia. She is an instructor in the School of Education at Aquinas College in Nashville, TN, and is currently a doctoral student in mathematics education at Middle Tennessee State University. Her primary research interests focus on preservice teacher education and formation. doctoral student in mathematics education and a graduate teaching assistant at Middle Tennessee State University in Murfreesboro, TN. Sister has experience teaching at the middle and high school levels. She has an M.S. in Science and Mathematics Education from the University of Southern Mississippi and an M.A. in Thomistic Theology from the Pontifical Faculty of the Immaculate Conception. Her primary research interests focus on pre-service teacher education and formation.

References

Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. Raleigh, NC: Association of Mathematics Teacher Educators. Retrieved from https://amte.net/standards

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Conference Board of the Mathematical Sciences (CBMS). (2012). Issues in Mathematics Education: Vol. 17. The mathematical education of teachers II. Providence, RI: American Mathematical Society, in cooperation with Mathematical Association of America.

Gardner, M. (1957). Mathematical games: More about complex dominoes, plus the answers to last month’s puzzles. Scientific American, 197(6), 126-140.

Lappan, G., Fey, J. T., Fitzerald, W. M., Friel, S. N., & Phillips, E. D. (1998). Covering and surrounding: Two-dimensional measurement. New York: Addison Wesley Longman, Inc.

National Council of Teachers of Mathematics (NCTM). (2009). Puzzling pentominoes. Retrieved from https://illuminations.nctm.org/Lesson.aspx?id=4105

National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA/CCSSO) (2010). Common core state standards for mathematics. Washington, DC: Author. Retrieved from http://www.corestandards.org/assets/CCSSI_Math Standards.pdf

Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132–138. doi:10.2307/41182652

Woodward, E., & Byrd, F. (2010). Area: Included topic, neglected concept. School Science and Mathematics, 83, 343–347. doi:10.1111/j.1949-8594.1983.tb10119.x

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Published

2019-09-03

How to Cite

Wanner, S. C. A. (2019). Mitigating Misconceptions of Preservice Teachers: The Relationship between Area and Perimeter. hio ournal of chool athematics, 82(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/6878

Issue

Vol. 82: Summer 2019

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries