Views and Understandings About Mathematical Reasoning and Proving in Elementary School Mathematics Evident in Preservice Teachers' Reflections

• In Event: 34.045 - Issues in Preservice Teacher Education

Abstract

In the context of integrated mathematics content, and pedagogy with field experience courses, this study examined pre-service teachers’ learning about teaching elementary school mathematics with a focus on mathematical reasoning and proof. Reflective journals, analyses of field experience practice, and interviews conducted with 36 pre-service teachers were used to identify specific aspects of pre-service teachers’ knowledge for teaching elementary school mathematics with a focus on reasoning and proving. The paper highlights how reflecting on multiple experiences in the integrated courses builds pre-service teachers’ awareness of different aspects of their knowledge, and helps them develop a more complex view of teaching elementary mathematics. Implications for teacher education are discussed.

Author

• Marta T. Magiera, Marquette University