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• W320600174 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. RESUME. Cette etude traite d'un versant du developpement cognitif des professeurs stagiaires, c'est-a-dire de la capacite a utiliser differents modes de representation mentale. Elle vise a etablir les fondements permettant de comprendre la relation qui existe entre le niveau d'experience des mathematiques et la capacite d'utiliser differents modes de representation mentale mesuree a l'aide du questionnaire MOTQ d'Aylwin (1985). On a constate qu'il existe un lien entre le niveau d' experience des mathematiques, d'une part, et la capacite d'utiliser differents modes de representation mentale et l'utilisation globale des modes de predilection, d'autre part. Cette etude aura des repercussions sur les recherches et l'education. Elle revele tout d'abord qu'il existe des differences entre les modes de representation mentale que preferent ceux qui n'ont aucune experience des mathematiques et les modes que privilegient ceux qui possedent un peu d'experience dans ce domaine. L'incidence que cela pourrait avoir sur la formation des enseignants en Ontario tient aux differences observees dans l'utilisation de tous les modes de representation mentale et l'acquisition des connaissances." @default.
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• W320600174 date "1998-01-01" @default.
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• W320600174 title "ON THE ASSOCIATION BETWEEN MODES OF MENTAL REPRESENTATION AND MATHEMATICS EXPERIENCE IN TEACHER EDUCATION" @default.
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