“…In addition, teachers need the ability to identify abductive and inductive actions in order to notice and explain students' actions when generalizing from particular instances (El Mouhayar & Jurdak, 2013;Rivera & Becker, 2007). In this regard, previous research has shown that teaching and noticing forms of mathematical reasoning, including inductive, has been cognitively challenging for teachers (Callejo & Zapatera, 2017;Herbert, Vale, Bragg, Loong, & Widjaja, 2015;Melhuish, Thanheiser, & Guyot, 2018;Stylianides, Stylianides, & Traina, 2013). For example, El Mouhayar (2018) points out that recognizing properties and relationships of general aspects of a pattern in far generalization tasks is complex for them.…”