Research Advances in the Mathematical Education of Pre-service Elementary Teachers by Gabriel J. Stylianides & Keiko Hino

Author:Gabriel J. Stylianides & Keiko Hino
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Katsuhiro Uno

Email: [email protected]

Abstract

The purpose of this study is to investigate prospective elementary school teachers’ mathematical process knowledge related to argumentation . To achieve this, we focus on prospective teachers’ mathematical argumentation as a key aspect of the mathematical knowledge teachers need for teaching. By referring to the framework of mathematical knowledge for teaching , we pay special attention to “process knowledge” instead of “content knowledge.” The study involves 136 prospective teachers at a national university in Japan who performed a task requiring the evaluation of several incorrect solutions to a realistic problem . The results show that most prospective teachers have difficulties in evaluating or assessing children’s incorrect solutions. This study contributes to the field on a conceptual and a methodological level. Regarding the conceptual framework, we suggest the importance of teachers’ process knowledge in teaching and evaluating, particularly in relation to mathematical argumentation and, regarding methodology, we create a way to help participants notice children’s incomplete thinking.

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