Reflective Conversation and Knowledge Development in Pre-Service Teachers: The Case of Mathematical Generalization

Autor/inn/en	Aparicio Landa, Eddie; Sosa Moguel, Landy; Cabañas-Sánchez, Guadalupe
Titel	Reflective Conversation and Knowledge Development in Pre-Service Teachers: The Case of Mathematical Generalization
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 9 (2021) 1, S.40-62 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aparicio Landa, Eddie) ORCID (Sosa Moguel, Landy) ORCID (Cabañas-Sánchez, Guadalupe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematical Concepts; Mathematics Instruction; Geometry; Algebra; Arithmetic; Pedagogical Content Knowledge; Preservice Teachers; Mathematics Teachers; Multiplication; Generalization; Teaching Skills; Teaching Methods; Teacher Student Relationship; Classroom Communication; Teacher Education Programs; High School Teachers; Secondary School Teachers; Video Technology; Audio Equipment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Geometrie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Multiplikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; High school; High schools; Oberschule; Audio-CD
Abstract	This article examines the development of professional knowledge in pre-service mathematics teachers. From the discussion of a task associated with the multiplication of consecutive integer numbers, generalization is recognized as a process that allows to explore, to explain, and to validate mathematical results, and as an essential ability to develop in the teaching of arithmetic, algebra, and geometry by using various representations. The study was conducted during three sessions of a didactic mathematics course, in which the instructor and ten students participated. The conversations of each session were recorded on audio and video. It was found that the reflective conversation fosters this knowledge from questions about the nature and processes of construction of mathematical concepts from a mathematical and didactic point of view. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01