Prospective Teachers' Challenges in Teaching Reasoning-and-Proving

Autor/inn/en	Stylianides, Gabriel J.; Stylianides, Andreas J.; Shilling-Traina, Leah N.
Titel	Prospective Teachers' Challenges in Teaching Reasoning-and-Proving
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 6, S.1463-1490 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9409-9
Schlagwörter	Preservice Teachers; Elementary School Teachers; Elementary School Mathematics; Pedagogical Content Knowledge; Mathematical Logic; Mathematics Instruction; Preservice Teacher Education; Teacher Attitudes; Misconceptions + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Pädagogische Kompetenz; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Missverständnis
Abstract	The activity of "reasoning-and-proving" is at the heart of mathematical sense making and is important for all students' learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers' classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers' mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10