Analysis of Pre-Service Teachers' Written Mathematical Reasoning

Autor/inn/en	Colonnese, Madelyn W.; Casto, Amanda R.
Titel	Analysis of Pre-Service Teachers' Written Mathematical Reasoning
Quelle	In: Mathematics Teacher Education and Development, 25 (2023) 1, S.23-42 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Mathematics Education; Mathematics Skills; Thinking Skills; Writing (Composition); Mathematical Logic; Methods Courses; Problem Solving; Equations (Mathematics); Addition; Subtraction; Computation; Learning Strategies; Logical Thinking; Abstract Reasoning + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Schreibübung; Mathematical logics; Mathematische Logik; Methodisch-didaktische Anleitung; Problemlösen; Equations; Mathematics; Gleichungslehre; Subtraktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abstraktes Denken; Denken
Abstract	Mathematical writing is one way for primary students to communicate their mathematical thinking. Research in the field of writing has shown that to become an effective teacher of writing, preservice teachers must have experience engaging in the kinds of writing given to their students. The study reported in this paper explored how 27 preservice teachers enrolled in an elementary mathematics methods course explained their reasons for selecting strategies to solve equations that required making either addition or subtraction calculations. Element scoring was used to analyse the preservice teachers' reasons for selecting the strategy and the composition of their mathematical writing. Results indicated that the majority of preservice teachers included a mathematical reason for selecting their strategy, however; the reasons varied in their connection to the mathematics discipline. This study contributes to the existing literature on mathematical writing by providing insight into how preservice teachers explain their mathematical reasons for selecting a computation strategy; thereby, demonstrating the need for increased opportunities for preservice teachers to write. (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