학술논문
Exploring Mathematical Reasoning of Elementary Preservice Teachers
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- 영문명
- 발행기관
- 대한수학교육학회
- 저자명
- GwiSoo Na Dong-Won Kim
- 간행물 정보
- 『수학교육학연구』제30권 특별호, 135~152쪽, 전체 18쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2020.08.31
4,960원
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국문 초록
영문 초록
The purpose of this study is to understand the characteristics of mathematical reasoning of elementary preservice teachers (EPTs). For this purpose, 68 EPTs were presented with two tasks related to mathematical reasoning, and their written responses were analyzed. The EPTs’ mathematical reasonings were investigated on the one hand as a whole and on the other hand between the three groups -the full successful, partial successful, and unsuccessful provers-, with focusing on the affordances from and strategies for using examples proposed in the CAPS framework. As the results of this study, it was revealed that the EPTs had insufficient competencies in terms of exploring with examples, finding structural features, building generalizations, developing conjectures, and producing proofs. In contrast, the EPTs had great strength with regard to representing their chosen examples in formal expression, which was a decisive contributor on the one hand but an impediment on the other in producing valid justifications to the given conjectures. Based on the results, the implications for elementary preservice teacher education were suggested.
목차
키워드
해당간행물 수록 논문
- Do Generic Proofs Improve Proof Comprehension?
- Demystifying Proofs Through Structured Interaction: A Case Study of One Instructor’s Teaching in an Undergraduate Analysis Course
- Supporting Students’ Argumentation Structure Construction using Indeterminacy of Diagram
- Teaching to Listen, Question, and Ponder: An Investigation into Promoting an Enquiring Atmosphere in a Mathematics Classroom
- Proof in Mathematics Education, 1980-2020: An Overview
- Middle-Grade Teachers’ Reasoning with Fraction Division Tasks
- Are Teachers Amenable to Increasing Students’ Scope of Work in Doing Proofs? Estimating Teachers’ Decision-Making Using a Diagnostic Classification Model
- Teachers’ Views about the Role of Examples in Proving-related Activities
- An Analysis of Fifth and Sixth Graders’ Algebraic Thinking about Reverse Fraction Problems
- Learning to Solve Counting Problems: Challenges and Opportunities for Non-Math Majors
- A Model for Teaching Mathematical Argument at the Elementary Grades
- Introduction
- Exploring Mathematical Reasoning of Elementary Preservice Teachers
- Korean Teachers’ Mathematical Knowledge for Teaching in Algebraic Reasoning
참고문헌
관련논문
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