ON THE ASSOCIATION BETWEEN MODES OF MENTAL REPRESENTATION AND MATHEMATICS EXPERIENCE IN TEACHER EDUCATION
Abstract
ABSTRACT. The purpose of this study is to examine one aspect of the cognitive development of preservice education students; Le., the ability to utilize different modes of mental representation. This study attempts to provide a basis for understanding the relationship between the degree of experience in mathematics and the ability to utilize different modes of mental representation, using the "Modes of Thought Questionnaire" (MOTQ) of Aylwin (1985). In the study, associations were found between the level of experience in mathematics and both the abiliry to utilize each mode of mental representation and the overall use of the preferred modes. This study has implications both for future research and for education. First, it gives a clear indication that differences do exist between the mental representation modes preferred by individuals with no mathematics experience, as compared to those who have even a small level of experience in mathematics. Second, it provides implications regarding teacher education in Ontario, which arise from these differences in the utilization of all of the modes of mental representation and knowledge acquisition. RÉSUMÉ. Cette étude traite d'un versant du développement cognitif des professeurs stagiaires, c'est-à-dire de la capacité à utiliser différents modes de représentation mentale. Elle vise à établir les fondements permettant de comprendre la relation qui existe entre le niveau d'expérience des mathématiques et la capacité d'utiliser différents modes de représentation mentale mesurée à l'aide du questionnaire MOTQ d'Aylwin (1985). On a constaté qu'il existe un lien entre le niveau d' expérience des mathématiques, d'une part, et la capacité d'utiliser différents modes de représentation mentale et l'utilisation globale des modes de prédilection, d'autre part. Cette étude aura des répercussions sur les recherches et l'éducation. Elle révèle tout d'abord qu'il existe des différences entre les modes de représentation mentale que préfèrent ceux qui n'ont aucune expérience des mathématiques et les modes que privilégient ceux qui possédent un peu d'expérience dans ce domaine. L'incidence que cela pourrait avoir sur la formation des enseignants en Ontario tient aux différences observées dans l'utilisation de tous les modes de représentation mentale et l'acquisition des connaissances.Downloads
Published
1998-01-01
How to Cite
Gurney, P. J. (1998). ON THE ASSOCIATION BETWEEN MODES OF MENTAL REPRESENTATION AND MATHEMATICS EXPERIENCE IN TEACHER EDUCATION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 33(001). Retrieved from https://mje.mcgill.ca/article/view/8399
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