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Orientador(es)
Resumo(s)
This paper aims to discuss the prospective primary teachers’ knowledge of reasoning processes, namely the way they relate several reasoning processes, when solving a didactical task involving geometry. Data were collected by audio and video records of lessons, participant observation and the collection of written records of the prospective teachers. The results show how a group of prospective primary teachers may reach a high level of knowledge when involved in didactical tasks that are supported by relevant mathematical tasks and real classroom episodes, while working collaboratively. In particular, geometry tasks that involve spatial structuring favor the emergence of different reasoning processes and its relationships.
Descrição
Palavras-chave
Mathematical reasoning processes Prospective primary teachers Geometry Spatial structuring AAC n.º 02/SAICT/2017 PTDC/CED-EDG/28022/2017
Contexto Educativo
Citação
Brunheira, L. Serrazina, L., & Rodrigues, M. (2022). Developing prospective primary teachers’ knowledge of mathematical reasoning processes in the context of a geometry task. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp.208-215). Free University of Bozen-Bolzano and ERME. https://hal.science/hal-03751488