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Justifying geometrical generalizations in elementary school preservice teacher Education
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Orientador(es)
Resumo(s)
This paper reports research based on a K-6 prospective teacher education experiment carried out in a geometry course in the 2nd year of studies. The study aims to understand how participants justify generalizations about families of geometric figures in a context of exploratory teaching. Data were collected by audio and video records and from participants’ written productions. In the analysis, special attention was given to the kind of arguments, their degree of generality, and the aspects that contribute for the learning of the justification process. The results show that initially the participants had difficulties in understanding how to justify generalizations. They progressed by using valid arguments, but they struggled in fully providing arguments and reasoning beyond specific cases. An improvement of justifications was achieved by the careful design of tasks, the interaction in the classroom and by relating the process of justification to understanding why a statement is true.
Descrição
Congresso realizado de 6 a 10 de Fevereiro de 2019, na Universidade de Utrecht, Holanda
Palavras-chave
Geometry Reasoning Justification Initial teacher education Pre-service teacher
Contexto Educativo
Citação
Brunheira, L., & Ponte, J. P. (2019). Justifying geometrical generalizations in elementary school preservice teacher Education. CERME 11, 11th Congress of European Research in Mathematics Education, Utrecht, Netherlands.