Pre-Service Teachers' General and Specific Arguments in Real Number Contexts

Autor/in	Juter, Kristina
Titel	Pre-Service Teachers' General and Specific Arguments in Real Number Contexts
Quelle	In: Mathematics Teacher Education and Development, 24 (2022) 1, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Mathematics Instruction; Number Concepts; Foreign Countries; Mathematical Logic; Persuasive Discourse; Preservice Teacher Education; Error Patterns; Misconceptions; Sweden + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Ausland; Mathematical logics; Mathematische Logik; Persuasion; Persuasive Kommunikation; Lehramtsstudiengang; Lehrerausbildung; Fehlertyp; Missverständnis; Schweden
Abstract	A study of pre-service primary school teachers' content knowledge regarding real numbers related to infinity, i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were collected twice during the respondents' teacher education using questionnaires and interviews on both occasions. The data were analysed in terms of traces of concept images, focusing on general and specific arguments in different mathematics contexts. The results show that the pre-service teachers often used conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used for explanations represented other mathematical structures than the ones intended. The results raise questions of the pre-service teachers' awareness of their own capabilities. Implications teacher education programmes are discussed. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01