DESIGN PRINCIPLES OF PRE-SERVICE TEACHER EDUCATION TO DEVELOP PROSPECTIVE TEACHERS’ KNOWLEDGE OF MATHEMATICAL REASONING

Volume 8, Issue 4, August 2023     |     PP. 158-173      |     PDF (197 K)    |     Pub. Date: August 1, 2023
DOI: 10.54647/education880455    111 Downloads     160830 Views  

Author(s)

Ana Henriques, Instituto de Educação, Universidade de Lisboa. Alameda da Universidade, 1649-013 Lisboa, Portuga
Hélia Oliveira, Instituto de Educação, Universidade de Lisboa. Alameda da Universidade, 1649-013 Lisboa, Portuga
Leonor Santos, Instituto de Educação, Universidade de Lisboa. Alameda da Universidade, 1649-013 Lisboa, Portuga

Abstract
Mathematical reasoning (MR), highlighted in curricular orientations, is a necessary students’ skill in mathematical learning. As the knowledge to promote this skill is limited and challenging for teachers practices, is required to use adequate design principles in pre-service teacher education to develop PTs mathematical and didactical knowledge to promote students’ MR in teaching practices. This study aims to establish and understand positive contributes of adopted design principles and their operationalization in pre-service teacher education experiments, and the results revealed the potential of adopted design principles to promote the development of PTs’ knowledge of MR and ability to promote students’ MR in teaching practices.

Keywords
Design principles, Pre-service teacher education, Mathematical reasoning Prospective teachers´ knowledge

Cite this paper
Ana Henriques, Hélia Oliveira, Leonor Santos, DESIGN PRINCIPLES OF PRE-SERVICE TEACHER EDUCATION TO DEVELOP PROSPECTIVE TEACHERS’ KNOWLEDGE OF MATHEMATICAL REASONING , SCIREA Journal of Education. Volume 8, Issue 4, August 2023 | PP. 158-173. 10.54647/education880455

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