ERIC Number: EJ1037543
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 66
Prospective Teachers' Challenges in Teaching Reasoning-and-Proving
Stylianides, Gabriel J.; Stylianides, Andreas J.; Shilling-Traina, Leah N.
International Journal of Science and Mathematics Education, v11 n6 p1463-1490 Dec 2013
The activity of "reasoning-and-proving" is at the heart of mathematical sense making and is important for all students' learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers' classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers' mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving.
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Mathematics, Pedagogical Content Knowledge, Mathematical Logic, Mathematics Instruction, Preservice Teacher Education, Teacher Attitudes, Misconceptions
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A