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dc.contributor.authorWathne, Unni
dc.contributor.authorBrodahl, Cornelia
dc.date.accessioned2019-08-14T07:24:39Z
dc.date.available2019-08-14T07:24:39Z
dc.date.created2019-08-12T16:16:57Z
dc.date.issued2019
dc.identifier.citationWathne U., & Brodahl, C. (2019). Engaging mathematical reasoning-and-proving: A task, a method, and a taxonomy. Journal of the International Society for Teacher Education, 23(1), 6–17.nb_NO
dc.identifier.issn1029-5968
dc.identifier.otherhttps://isfte.org/index.php/jiste-our-bi-annual-journal/publicly-accessibly-abstracts-only/
dc.identifier.urihttp://hdl.handle.net/11250/2608192
dc.description.abstractThis article is the second paper in a series of papers on studies focusing on teaching mathematical reasoning-and-proving in elementary mathematics classroom. Participants are in-service teachers enrolled in a continuing university education program in mathematics. Results from the first paper suggested the method of imaginary dialogues to have the potential to support in-service teachers in engaging their students in mathematical reasoning-and-proving, and Balacheff’s taxonomy of proofs to support in-service teachers in identifying students’ argumentation. This study is on the following years’ in-service teachers in the program. It examines their perceptions of the usefulness of two constituent parts of this approach, and what insights students’ written dialogues might provide. The study draws on G. J. Stylianides’ analytic framework for reasoning-and-proving. Main data were obtained from a questionnaire taken by 32 in-service teachers and follow-up interviews with four of them. The study reveals engaging students to reason, argue, and prove, while making students’ argumentation visible for teachers was perceived the most useful with imaginary dialogues. The teachers’ increasing awareness of levels of argumentation, was perceived to be the most useful with getting exposed to Balacheff’s distinctions. Keywords: Balacheff’s four levels of proofs, mathematical reasoning-and-proving, written imaginary dialoguesnb_NO
dc.language.isoengnb_NO
dc.subjectGrunnskolelærerutdanningnb_NO
dc.subjectPrimary and Secondary Teacher Educationnb_NO
dc.titleEngaging Mathematical Reasoning-and-Proving: A Task, a Method, and a Taxonomynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.subject.nsiVDP::Matematikk: 410nb_NO
dc.subject.nsiVDP::Mathematics: 410nb_NO
dc.source.pagenumber6-17nb_NO
dc.source.volume23nb_NO
dc.source.journalJournal of the International Society for Teacher Educationnb_NO
dc.source.issue1nb_NO
dc.identifier.cristin1715367
dc.description.localcodeNivå1nb_NO
cristin.unitcode201,15,1,0
cristin.unitnameInstitutt for matematiske fag
cristin.ispublishedtrue
cristin.fulltext
cristin.qualitycode1


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