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Pre-service teachers’ general and specific arguments in real number contexts

Juter, Kristina LU (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:
author
publishing date
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
2024-02-27 16:40:00
@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}},
}