Mathematical Generalizing: Communities of Preservice Teachers

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Supporting Teachers and Researchers in Mathematics Education (Table 9)

Abstract

Mathematical generalization is a critical component of mathematical disciplinary practice. Researchers and policy makers have argued that students should engage in generalizing in all areas of K-12 mathematics instruction, from the early grades. However, in spite of the importance of generalizing, this practice is challenging and many of its processes are not well understood. This study investigates the development of mathematical generalizing from a situated learning perspective. From this perspective, this study investigates this practice within an elementary pre-service teacher community. The findings show that generalizing is challenging among PSTs. However, the situated learning lens highlights the importance of social interaction and the use of artifacts to support the development and appropriation of mathematical generalization?

Author

• Paul J. Weinberg, Oakland University
  Presenting Author