Using Academic Mathematical Knowledge When Working on Interface Tasks--Analyses of Pre-Service Teachers' Arguments about Rotationally Symmetric Figures
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| Title: | Using Academic Mathematical Knowledge When Working on Interface Tasks--Analyses of Pre-Service Teachers' Arguments about Rotationally Symmetric Figures |
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| Language: | English |
| Authors: | Max Hoffmann (ORCID |
| Source: | ZDM: Mathematics Education. 2024 56(7):1445-1458. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Mathematical Concepts, Mathematics Education, Elementary School Mathematics, Developmental Tasks, Geometry, Thinking Skills, Teaching Skills, Teacher Competencies |
| DOI: | 10.1007/s11858-024-01633-4 |
| ISSN: | 1863-9690 1863-9704 |
| Abstract: | Special tasks for pre-service teachers (PSTs) in university mathematics courses ("interface tasks") are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student's question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450652 |
| Database: | ERIC |
| Abstract: | Special tasks for pre-service teachers (PSTs) in university mathematics courses ("interface tasks") are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student's question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization. |
|---|---|
| ISSN: | 1863-9690 1863-9704 |
| DOI: | 10.1007/s11858-024-01633-4 |
