Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
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. …
K-8 Preservice Teachers’ Inductive Reasoning In The Problem-Solving Contexts, Marta Magiera
K-8 Preservice Teachers’ Inductive Reasoning In The Problem-Solving Contexts, Marta Magiera
Mathematics, Statistics and Computer Science Faculty Research and Publications
This paper reports the results from an exploratory study of K-8 pre-service teachers’ inductive reasoning. The analysis of 130 written solutions to seven tasks and 77 reflective journals completed by 20 pre-service teachers lead to descriptions of inductive reasoning processes, i.e. specializing, conjecturing, generalizing, and justifying, in the problem-solving contexts. The uncovered characterizations of the four inductive reasoning processes were further used to describe pathways of successful generalizations. The results highlight the importance of specializing and justifying in constructing powerful generalizations. Implications for teacher education are discussed.