Document Type

Conference Proceeding

Publication Date

2020

Publisher

North American Chapter of the International Group for the Psychology of Mathematics Education

Source Publication

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico

Source ISSN

9781734805703

Abstract

Calls for teaching school mathematics with a focus on mathematical reasoning (MR) are included in curricular documents across the world, but little is known how prospective teachers (PSTs) understand MR. In this paper, we report on a study in which we engaged 24 PSTs preparing to teach grades 1-8 in analyzing a series of student-generated arguments for evidence of student reasoning with a focus on student-provided justifications. We examined PSTs’ interpretations of MR prior to and after instruction. Our results showed that PSTs interpreted MR broadly in terms of student thinking, validating thinking, problem-solving, connecting ideas, or sense-making. Some PSTs also interpreted MR as evidence of student understanding or described MR in terms of strategies teachers use to support students’ reasoning skills. We discuss changes in PSTs’ interpretations of MR after instruction.

Comments

Published version. Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico, (2020): 1677-1681. DOI. © 2020 North American Chapter of the International Group for the Psychology of Mathematics Education. Used with permission.

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