Prospective Secondary Mathematics Teachers’ Development of Core-Practices During Methods Courses: Affordances of Quantitative Reasoning - HAL-SHS - Sciences de l'Homme et de la Société Accéder directement au contenu
Communication Dans Un Congrès Année : 2019

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.
Fichier principal
Vignette du fichier
TWG18_33.pdf (243.58 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)
Loading...

Dates et versions

hal-02422560 , version 1 (22-12-2019)

Identifiants

  • HAL Id : hal-02422560 , version 1

Citer

Gulseren Karagoz Akar, Esra Bukova Güzel, Serkan Özel. Prospective Secondary Mathematics Teachers’ Development of Core-Practices During Methods Courses: Affordances of Quantitative Reasoning. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02422560⟩

Collections

TICE INSMI CERME11
73 Consultations
24 Téléchargements

Partager

Gmail Facebook X LinkedIn More