Types of Mathematical Reasoning Evidenced by a Middle School Teacher in Pattern Generalization [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Nuñez-Gutierrez, Karina; Cabañas-Sánchez, Guadalupe
Titel	Types of Mathematical Reasoning Evidenced by a Middle School Teacher in Pattern Generalization [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Skills; Mathematics Instruction; Middle School Teachers; Mathematics Teachers; Generalization; Task Analysis; Mathematical Concepts; Teacher Attitudes; Teaching Methods; Logical Thinking; Models; Thinking Skills; Persuasive Discourse; Teacher Workshops; Foreign Countries; Latin America + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Aufgabenanalyse; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Ausland; Lateinamerika
Abstract	The objective of this article is to describe types of mathematical reasoning evidenced by a middle school mathematics teacher, when answering two generalization questions in a figural pattern generalization task, related to quadratic sequences. Reasoning is delimited from teacher's arguments, reconstructed from a theoretical-methodological proposal that combines Peirce's definitions with some elements of Toulmin's argumentative model. The results show that the teacher evidenced abductive, inductive, and deductive reasoning, based on cognitive actions such as the decomposition of the figure, strategic counts, recognition of the behavior of the figural pattern, formulation, verification, and validation of conjectures. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01