Mathematical reasoning in teachers' presentations
2012 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 31, no 2, 31 p.252-269 p.Article in journal (Refereed) Published
This paper presents a study of the opportunities presented to students that allow them to learn different types of mathematical reasoning during teachers’ ordinary task solving presentations. The characteristics of algorithmic and creative reasoning that are seen in the presentations are analyzed. We find that most task solutions are based on available algorithms, often without arguments that justify the reasoning, which may lead to rote learning. The students are given some opportunities to see aspects of creative reasoning, such as reflection and arguments that are anchored in the mathematical properties of the task components, but in relatively modest ways.
Place, publisher, year, edition, pages
Elsevier, 2012. Vol. 31, no 2, 31 p.252-269 p.
rote learning, task solving, imitative and creative reasoning, teaching
Research subject didactics of mathematics
IdentifiersURN: urn:nbn:se:umu:diva-40573DOI: 10.1016/j.jmathb.2011.12.002OAI: oai:DiVA.org:umu-40573DiVA: diva2:400981