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Full-Text Articles in Mathematics
K-8 Pre-Service Teachers’ Algebraic Thinking: Exploring The Habit Of Mind Building Rules To Represent Functions, Marta T. Magiera, John C. Moyer, Leigh A. Van Den Kieboom
K-8 Pre-Service Teachers’ Algebraic Thinking: Exploring The Habit Of Mind Building Rules To Represent Functions, Marta T. Magiera, John C. Moyer, Leigh A. Van Den Kieboom
Mathematics, Statistics and Computer Science Faculty Research and Publications
In this study, through the lens of the algebraic habit of mind Building Rules to Represent Functions, we examined 18 pre-service middle school teachers' ability to use algebraic thinking to solve problems. The data revealed that pre-service teachers' ability to use different features of the habit of mind Building Rules to Represent Functions varied across the features. Significant correlations existed between 8 pairs of the features. The ability to justify a rule was the weakest of the seven features and it was correlated with the ability to chunk information. Implications for mathematics teacher education are discussed.
Exploring The Relationship Between K-8 Prospective Teachers’ Algebraic Thinking Proficiency And The Questions They Pose During Diagnostic Algebraic Thinking Interviews, Leigh A. Van Den Kieboom, Marta T. Magiera, John C. Moyer
Exploring The Relationship Between K-8 Prospective Teachers’ Algebraic Thinking Proficiency And The Questions They Pose During Diagnostic Algebraic Thinking Interviews, Leigh A. Van Den Kieboom, Marta T. Magiera, John C. Moyer
Mathematics, Statistics and Computer Science Faculty Research and Publications
In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. …
An Exploratory Study Of Pre-Service Middle School Teachers’ Knowledge Of Algebraic Thinking, Marta Magiera, Leigh A. Van Den Kieboom, John C. Moyer
An Exploratory Study Of Pre-Service Middle School Teachers’ Knowledge Of Algebraic Thinking, Marta Magiera, Leigh A. Van Den Kieboom, John C. Moyer
Mathematics, Statistics and Computer Science Faculty Research and Publications
Using algebraic habits of mind as a framework, and focusing on thinking about functions and how they work, we examined the relationship between 18 pre-service middle school teachers’ ability to use the features of the algebraic thinking (AT) habit of mind “Building Rules to Represent Functions” and their ability to recognize and interpret the features of the same AT habit of mind in middle school students. We assessed the pre-service teachers’ own ability to use the AT habit of mind Building Rules to Represent Functions by examining their solutions to algebra-based tasks in a semester-long mathematics content course. We assessed …