Prospective Secondary Mathematics Teachers’ Development of Core-Practices During Methods Courses: Affordances of Quantitative Reasoning
Résumé
To investigate the development of the progressive incorporation perspective for effective mathematics teaching, a multi-case study with seven out of twenty-six prospective secondary mathematics teachers was conducted for fourteen weeks during a methods course. The course was built on four-core ideas: quantitative reasoning, task-analysis, conceptual analysis and interviewing. In this paper, we report on the change in prospective teachers’ conceptions of mathematics and mathematics learning upon completion of working on quantitative reasoning. Results showed that quantitative reasoning might bring about change on prospective teachers’ awareness on practices such as attending to students’ thinking and distinguishing their mathematics from their students’ mathematics. Results suggest the inclusion of quantitative reasoning in methods courses in mathematics teacher education.
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