K-8 Preservice Teachers’ Inductive Reasoning in the Problem-Solving Contexts

• In Event: Teachers’ Mathematical Thinking and Learning

Abstract

This proposal reports results from a study of K-8 pre-service teachers’ inductive reasoning in problem-solving contexts. Pre-service teachers’ written solutions (105) and reflections (105) were analyzed to identify and characterize their inductive reasoning processes. The data revealed multiple dimensions of inductive reasoning activities identified in pre-service teachers’ solutions. Pathways of successful and unsuccessful generalizations were uncovered and described. While pre-service teachers’ ability (and perhaps inclination) to justify were rather limited justifications appeared to stimulate thinking focused on data gathering and pattern finding. Implications for teacher education are discussed.

Author

• Marta T. Magiera, Marquette University