ERIC Number: EJ1329242
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1305-8223
EISSN: N/A
Teachers' Understanding of Generalizing and Justifying in a Professional Development Course
EURASIA Journal of Mathematics, Science and Technology Education, v18 n1 Article em2067 2022
A teaching practice consistent with the development of students' mathematical reasoning requires teachers to hold a profound understanding of mathematical reasoning. The aim of this research is to study the development of middle and secondary mathematics teachers' understanding about the processes of generalizing and justifying in a professional development course. Data collection included observation of the course sessions, with video recordings, and document collection of teachers' and their students' productions. A qualitative in-depth analysis was carried out focusing on the ways and complexity of generalizing identified by the teachers. The results indicate that teachers progressively focus their attention on these reasoning processes, identifying and characterizing them. The way the course was designed and enacted appears to have contributed to enable the teachers to deepen their understanding of two central mathematical reasoning processes, generalizing and justifying, in addition to their ability to foster and identify such processes in the work with their students.
Descriptors: Mathematics Instruction, Teacher Attitudes, Mathematics Teachers, Secondary School Mathematics, Generalization, Mathematics Skills, Mathematical Logic, Thinking Skills, Middle School Teachers, Secondary School Teachers, Faculty Development, Inservice Teacher Education
Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A