Journal article
Breaking Conventions to Support Quantitative Reasoning
Mathematics teacher educator, v 2(2), pp 141-157
Mar 2014
Abstract
Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, preservice teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb preservice teachers' thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support preservice teachers–and students in general–in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.
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Details
- Title
- Breaking Conventions to Support Quantitative Reasoning
- Creators
- Kevin C. Moore - University of GeorgiaJason Silverman - Drexel UniversityTeo Paoletti - University of GeorgiaKevin LaForest - University of Georgia
- Publication Details
- Mathematics teacher educator, v 2(2), pp 141-157
- Number of pages
- 17
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Other Identifier
- 991021893587404721