Prospective K-8 Teachers’ Knowledge of Relational Thinking

Authors

Marta Magiera, Marquette UniversityFollow
Leigh A. van den Kieboom, Marquette UniversityFollow
John Moyer, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

34 p.

Publication Date

4-11-2011

Publisher

American Educational Research Association

Source Publication

AERA Online Paper Repository

Abstract

The goal of this study was to examine two issues: First, pre-service teachers’ ability and inclination to think relationally prior to instruction about the role relational thinking plays in the K-8 mathematics curriculum. Second, to examine task specific variables possibly associated with pre-service teachers’ inclination to engage in relational thinking. The results revealed that preservice teachers engage in relational thinking about equality, however, their inclination to do so is rather limited. Furthermore, they tend to engage in relational thinking more frequently in the context of arithmetic than algebra-related tasks. Pre-service teachers’ inclination to engage in relational thinking appeared to also relate to the overall task complexity and the use of variables. Implications of these findings for pre-service teacher education are provided.

Comments

Accepted version. AERA Online Paper Repository, (April 11, 2011). © 2010 Leigh A. van den Kieboom, Marta T. Magiera and John C. Moyer. Used with permission

Recommended Citation

Magiera, Marta; van den Kieboom, Leigh A.; and Moyer, John, "Prospective K-8 Teachers’ Knowledge of Relational Thinking" (2011). Mathematics, Statistics and Computer Science Faculty Research and Publications. 422.
https://epublications.marquette.edu/mscs_fac/422