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A framework for prospective primary teachers’ knowledge of mathematical reasoning processes

2021Journal article Restricted access
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dc.contributor.authorRodrigues, Margarida
dc.contributor.authorBrunheira, Lina
dc.contributor.authorSerrazina, Maria De Lurdes
dc.date.accessioned2021-02-22T17:49:02Z
dc.date.available2023-02-23T01:30:27Z
dc.date.issued2021
dc.description.abstractThe development of mathematical reasoning is part of the school curricula from the first years, as reflected in teacher education. This study focuses on the prospective primary teachers education, aiming to construct a framework which describes the knowledge about mathematical reasoning processes of teachers and prospective teachers, in the context of a prospective teacher education experiment. Audio and video records of lessons, participant observation and the collection of written records of the prospective teachers are used. The results enable the construction of a framework organised into six levels of knowledge within each of the reasoning processes looked at – generalising, justifying, comparing, classifying and exemplifying – in order to analyse the evolution of this type of knowledge.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRodrigues, M., Brunheira, L., & Serrazina, L. (2021). A framework for prospective primary teachers’ knowledge of mathematical reasoning processes. International Journal of Educational Research, 107, 101750-101761. ISSN: 0883-0355. DOI: https://doi.org/10.1016/j.ijer.2021.101750.pt_PT
dc.identifier.issn0883-0355
dc.identifier.urihttp://hdl.handle.net/10400.21/12920
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S0883035521000203?via%3Dihubpt_PT
dc.subjectMathematical reasoning processespt_PT
dc.subjectProspective primary teacherspt_PT
dc.subjectEducationpt_PT
dc.subjectSpecialised mathematicalpt_PT
dc.subjectKnowledgept_PT
dc.subjectFrameworkpt_PT
dc.titleA framework for prospective primary teachers’ knowledge of mathematical reasoning processespt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage101761pt_PT
oaire.citation.startPage101750pt_PT
oaire.citation.titleInternational Journal of Educational Researchpt_PT
oaire.citation.volume107pt_PT
person.familyNameRodrigues
person.familyNameBrunheira
person.familyNameSerrazina
person.givenNameMargarida
person.givenNameLina
person.givenNameMaria de Lurdes
person.identifier1782812
person.identifier.ciencia-id1B1C-88B5-75C4
person.identifier.ciencia-id6711-F603-EFEB
person.identifier.ciencia-idD91D-9562-DA46
person.identifier.orcid0000-0003-4658-6281
person.identifier.orcid0000-0002-5027-1867
person.identifier.orcid0000-0003-3781-8108
person.identifier.scopus-author-id57202834296
person.identifier.scopus-author-id55849544400
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication0c89e4a7-44b2-4315-a6ad-449015581c06
relation.isAuthorOfPublication7d7e8458-8b3f-41c4-ae1c-250488a53fd1
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relation.isAuthorOfPublication.latestForDiscovery7d7e8458-8b3f-41c4-ae1c-250488a53fd1

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