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ERIC Number: EJ785283
Record Type: Journal
Publication Date: 2007-Dec
Pages: 5
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1386-4416
Extended Analyses: Promoting Mathematical Inquiry with Preservice Mathematics Teachers
Bloom, Irene
Journal of Mathematics Teacher Education, v10 n4-6 p399-403 Dec 2007
This paper describes the implementation of extended analysis tasks (EATs) in a required mathematics course for prospective high school mathematics teachers, and investigates the mathematical discovery promoted through engagement with these tasks. Extended analysis tasks are designed to move students beyond the problem context to the underlying mathematical structure of the problem. The results of this study revealed that with careful implementation, these tasks were effective for generating powerful mathematical thinking in preservice mathematics teachers, improving their problem solving, and generally enhancing the habits-of-mind exhibited by successful mathematicians (Carlson & Bloom, 2005).
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A