Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids
The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, w...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/161298 |
| Acceso en línea: | https://hdl.handle.net/11441/161298 https://doi.org/10.1016/j.jmathb.2024.101170 |
| Access Level: | acceso abierto |
| Palabra clave: | Commognitive conflicts Defining Pre-service mathematics teachers Prototypical examples Routines |
| Sumario: | The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, we investigated whether there were differences in the way that pre-service mathematics teachers constructed and selected definitions for prototypical and non- prototypical solids. In particular, the commognitive framework was employed to investigate the differences in the discourse of 33 pre-service secondary-school teachers when constructing and selecting definitions in task situations that involved prototypical and non-prototypical solids. Moreover, we studied if some commognitive conflicts appeared in task situations involving non- prototypical solids but not in similar task situations involving prototypical solids. The findings show some differences between the pre-service teachers’ discourses in both types of task situa tions. Additionally, some commognitive conflicts appeared only in task situations with non- prototypical solids. Lastly, we classified those commognitive conflicts. |
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