Teachers' Understanding of Generalizing and Justifying in a Professional Development Course

Autor/inn/en	Santos, Leonor; Mata-Pereira, Joana; da Ponte, João Pedro; Oliveira, Hélia
Titel	Teachers' Understanding of Generalizing and Justifying in a Professional Development Course
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Santos, Leonor) ORCID (Mata-Pereira, Joana) ORCID (da Ponte, João Pedro) ORCID (Oliveira, Hélia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Denkfähigkeit; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerfortbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01