A framework for prospective primary teachers’ knowledge of mathematical reasoning processes

Rodrigues, Margarida; Brunheira, Lina; Serrazina, Lurdes

doi:10.1016/j.ijer.2021.101750

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…Some researchers consider the structure of teachers' knowledge on the subjects taught by them. Rodrigues, Brunheira, & Serrazina (2021) characterize the structure of teachers' knowledge on the processes of mathematic reasoning. The issues of discipline practice and pupils' involvement into it are considered (Dalvi, Silva Mangiante & Wendell, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of the third Teaching and Learning International Survey. The research was done in 2019-2021 in the Kirov region (a region of the Russian Federation). The work of 1146 teachers from city and village schools was considered in the research. Data collection by means of a questionnaire-based survey of teachers is the leading method of the research. The main need of teachers' professional development is connected with individual teaching, with the issues of individual education of pupils with special needs and with using digital technologies at work. The share of teachers with the basic education on the subject taught by them is 65% in city schools and 51% in village schools. The main trends of developing school education are considered lessening the "bureaucracy" load on teachers by means of taking on additional staff, as well as special support of pupils with special needs and investments in digital technologies.

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Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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“…This is in line with the reasoning process, according to (Bronkhorst et al, 2020), where the reasoning process includes selecting and interpreting information, connections, verification, and concluding. While according to (Rodrigues et al, 2021), the process of reasoning includes generalizing, justifying, exemplifying, comparing, and classifying.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Pre-Service Teachers’ Reasoning Profiles Based on Self-Efficacy

2022

JHETP

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When solving problems, reasoning is needed to see the problem and sufficient information to make the right decisions. The reasoning profiles carried out are thought to be inseparable from its self-efficacy. This study aims to obtain an overview of the reasoning profiles of prospective mathematics pre-service teachers based on self-efficacy. This type of research uses descriptive qualitative methods. Data were obtained using questionnaires, tests, and interviews. The self-efficacy questionnaire was categorized into high, moderate, and low categories. One informant was taken from each category to study the reasoning profiles of prospective mathematics pre-service teachers more deeply. The data analysis technique in this study uses the stages of data reduction, data presentation, data interpretation, and conclusion. The results showed that participants in the high self-efficacy category had no difficulty interpreting information, modeling, completing, and drawing conclusions. Participants in the moderate category can interpret information and model but tend not to be thorough in solving problems. Meanwhile, participants in the low self-efficacy category tend to be less likely to interpret information.

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“…Preservice teachers (PTs) need to be involved in activities to develop the necessary knowledge to create contexts in which MR assumes greater centrality in students" experiences (Herbert & Bragg, 2020;Ponte & Chapman, 2015;Stylianides, Stylianides, & Shiling-Traina, 2013). That knowledge involves, among other aspects, a deep understanding of MR meaning and processes, and how to propose tasks that promote it in their future practice (Ponte & Chapman, 2015;Rodrigues, Brunheira, & Serrazina, 2021). The analysis, selection, and design of…”

Section: Introductionmentioning

confidence: 99%

Preservice Mathematics Teachers’ Knowledge about the Potential of Tasks to Promote Students’ Mathematical Reasoning

Oliveira

Henriques

2021

IJRES

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The use of tasks to promote mathematical reasoning (MR) in teaching practice is essential to meet curricular goals. However, that practice is often a huge challenge for teachers, and particularly for prospective teachers and thus it is essential to highlight it as a goal for initial teacher education. This study focuses on preservice mathematics teachers’ (PTs) knowledge about the potential of mathematical tasks to promote students’ MR, in a teacher education course. Results show that PTs were able to justify their option for a mathematical task with potential to promote students’ MR, and through its implementation in one 8th grade classroom they have deepen their knowledge and gave greater meaning to task design principles and acknowledging their students’ knowledge. Thus, the activity of selecting and adapting a task, although less demanding than the design of a new task, can still provide PT with important reflection and knowledge about its potential to promote students’ MR. The study stresses the relevance for initial teacher education of considering four domains associated with the recognition of the potential of tasks to promote MR.

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A framework for prospective primary teachers’ knowledge of mathematical reasoning processes

Cited by 4 publications

References 14 publications

Professional Training and Professional Deficits of Teachers: a comparative study

Professional Training and Professional Deficits of Teachers: a comparative study

Mathematics Pre-Service Teachers’ Reasoning Profiles Based on Self-Efficacy

Preservice Mathematics Teachers’ Knowledge about the Potential of Tasks to Promote Students’ Mathematical Reasoning

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