NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108726
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0228-0671
Interpreting Students' Non-Standard Reasoning: Insights for Mathematics Teacher Education
Ribeiro, Miguel; Mellone, Maria; Jakobsen, Arne
For the Learning of Mathematics, v36 n2 p8-13 2016
We present excerpts from a research project initially focused on the inquiry and the development of prospective teachers' mathematical knowledge. The research started from the design of a particular task for prospective teachers built onto the request to interpret pupils' answers suitably selected. The focus of inquiry has gradually changed to include reflections on our own practice. Indeed by discussing with our students about the interpretation of pupils' answers, both our students and ourselves have developed new mathematical knowledge and awareness. In this paper we propose a reflection upon this development, by conceiving our students and ourselves as co-learners.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A