Pre-service teachers’ general and specific arguments in real number contexts
(2022) In Mathematics Teacher Education and Development 24(1). p.1-22- Abstract
- A study of pre-service primary school teachers’ content knowledge regarding real numbers related to infinity,
i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were
collected twice during the respondents’ teacher education using questionnaires and interviews on both
occasions. The data were analysed in terms of traces of concept images, focusing on general and specific
arguments in different mathematics contexts. The results show that the pre-service teachers often used
conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used
for explanations represented other mathematical structures than the ones intended. The... (More) - A study of pre-service primary school teachers’ content knowledge regarding real numbers related to infinity,
i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were
collected twice during the respondents’ teacher education using questionnaires and interviews on both
occasions. The data were analysed in terms of traces of concept images, focusing on general and specific
arguments in different mathematics contexts. The results show that the pre-service teachers often used
conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used
for explanations represented other mathematical structures than the ones intended. The results raise
questions of the pre-service teachers’ awareness of their own capabilities. Implications teacher education
programmes are discussed. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/27bea8f5-a8f1-4c56-8357-144e1eb71c83
- author
- Juter, Kristina LU
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Mathematics Teacher Education and Development
- volume
- 24
- issue
- 1
- pages
- 22 pages
- publisher
- Mathematics Education Research Group of Australasia
- external identifiers
-
- scopus:85151016195
- ISSN
- 1442-3901
- language
- English
- LU publication?
- no
- id
- 27bea8f5-a8f1-4c56-8357-144e1eb71c83
- alternative location
- https://mted.merga.net.au/index.php/mted/article/view/699
- date added to LUP
- 2024-01-29 13:24:19
- date last changed
- 2024-06-10 23:53:24
@article{27bea8f5-a8f1-4c56-8357-144e1eb71c83, abstract = {{A study of pre-service primary school teachers’ content knowledge regarding real numbers related to infinity,<br/>i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were<br/>collected twice during the respondents’ teacher education using questionnaires and interviews on both<br/>occasions. The data were analysed in terms of traces of concept images, focusing on general and specific<br/>arguments in different mathematics contexts. The results show that the pre-service teachers often used<br/>conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used<br/>for explanations represented other mathematical structures than the ones intended. The results raise<br/>questions of the pre-service teachers’ awareness of their own capabilities. Implications teacher education<br/>programmes are discussed.}}, author = {{Juter, Kristina}}, issn = {{1442-3901}}, language = {{eng}}, number = {{1}}, pages = {{1--22}}, publisher = {{Mathematics Education Research Group of Australasia}}, series = {{Mathematics Teacher Education and Development}}, title = {{Pre-service teachers’ general and specific arguments in real number contexts}}, url = {{https://mted.merga.net.au/index.php/mted/article/view/699}}, volume = {{24}}, year = {{2022}}, }