Algebraic Generalization Strategies Used by Kuwaiti Pre-Service Teachers

Autor/in	Alajmi, Amal Hussain
Titel	Algebraic Generalization Strategies Used by Kuwaiti Pre-Service Teachers
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 8, S.1517-1534 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9657-y
Schlagwörter	Algebra; Foreign Countries; Mathematics Teachers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Generalization; Numbers; Mathematics Instruction; Mathematical Logic; Elementary School Mathematics; Secondary School Mathematics; Teacher Education; Preservice Teachers; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Zahlenraum; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Elementare Mathematik; Schulmathematik; Lehrerausbildung; Lehrerbildung
Abstract	This study reports on the algebraic generalization strategies used by elementary and middle/high school pre-service mathematics teachers in Kuwait. They were presented with 9 tasks that involved linear, exponential, and quadratic situations. The results showed that these pre-service teachers had difficulty in generalizing algebraic rules in all 3 types of tasks. The most difficult problems were those involving exponents; they seemed to confuse exponential growth with the multiplication of "n". Although they used several strategies such as explicit, recursive, and chunking, they tended to rely on explicit reasoning. They saw the explicit rule as a quick and easy rule to be used. In order to improve students' understanding of algebraic reasoning, we must improve the understating of generalization. Teachers' programs should put more emphasis on the type of content that teachers need to learn rather than on how much mathematics credits teachers need. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01