K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

Authors

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

Document Type

Article

Language

eng

Publication Date

2017

Publisher

Mathematics Education Research Group of Australasia, Inc.

Source Publication

Mathematics Teacher Education and Development (MTED)

Source ISSN

2203-149

Abstract

In this study, through the lens of the algebraic habit of mind Building Rules to Represent Functions, we examined 18 pre-service middle school teachers' ability to use algebraic thinking to solve problems. The data revealed that pre-service teachers' ability to use different features of the habit of mind Building Rules to Represent Functions varied across the features. Significant correlations existed between 8 pairs of the features. The ability to justify a rule was the weakest of the seven features and it was correlated with the ability to chunk information. Implications for mathematics teacher education are discussed.

Comments

Published version. Mathematics Teacher Education and Development (MTED), Vol. 19, No. 2 (2017): 25-50. Publisher link. © 2017 Mathematics Education Research Group of Australasia (MERGA). Used with permission.

Recommended Citation

Magiera, Marta T.; Moyer, John C.; and van den Kieboom, Leigh A., "K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions" (2017). Mathematics, Statistics and Computer Science Faculty Research and Publications. 633.
https://epublications.marquette.edu/mscs_fac/633