Prospective Middle-School Mathematics Teachers' Quantitative Reasoning and Their Support for Students' Quantitative Reasoning

Autor/inn/en	Kabael, Tangul; Akin, Ayca
Titel	Prospective Middle-School Mathematics Teachers' Quantitative Reasoning and Their Support for Students' Quantitative Reasoning
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 1, S.178-197 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Middle School Teachers; Focus Groups; Middle School Students; Problem Solving; Algebra; Mathematics Teachers; Teacher Education Programs; Foreign Countries; Preservice Teacher Education; Mathematical Logic; Thinking Skills; Questioning Techniques; Teacher Student Relationship; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Problemlösen; Mathematics; Mathematik; Ausland; Lehramtsstudiengang; Lehrerausbildung; Mathematical logics; Mathematische Logik; Denkfähigkeit; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Qualitative Forschung; Türkei
Abstract	The aim of this research is to examine prospective mathematics teachers' quantitative reasoning, their support for students' quantitative reasoning and the relationship between them, if any. The teaching experiment was used as the research method in this qualitatively designed study. The data of the study were collected through a series of exploratory teaching interviews and debriefing interviews with nine focus group participants, and clinical interviews that the participants conducted with middle-school students. The results indicated that the participants with strong quantitative reasoning use problem-solving approaches that focused on the quantity, whereas the participants with poor quantitative reasoning use problem-solving approaches that focused on performing calculations, using formulas and procedures devoid of quantitative meaning in solving of the problem. During the questioning process, the participants with strong quantitative reasoning led their students to identify and interpret the quantities, determine relationships among the quantities, represent all the quantities and their interrelationships, whereas the participants with poor quantitative reasoning led their students to perform calculations, make algebraic manipulations and focus on numbers by ignoring the quantities in the problem. These results suggest that prospective mathematics teachers' quantitative reasoning is strongly associated with their support for students' quantitative reasoning in the problem-solving process. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01