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Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

  • Àngela Buforn [1] ; Salvador Llinares [1] ; Ceneida Fernández [1] ; Alf Coles [2] ; Laurinda Brown [2]
    1. [1] Universitat d'Alacant

      Universitat d'Alacant

      Alicante, España

    2. [2] University of Bristol

      University of Bristol

      Reino Unido

  • Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 2, 2022, págs. 425-443
  • Idioma: inglés
  • Texto completo no disponible (Saber más ...)
  • Resumen
    • The goal of this study is to characterize how pre-service teachers recognize students’ reasoning, based in the unitizing process, when students solve ratio comparison problems and, how they consider the unitizing process as a Key Development Understanding to propose teaching decisions. Ninety-one pre-service primary teachers interpreted primary school students’ answers to a ratio comparison problem and proposed teaching decisions to improve students’ reasoning. Findings indicate that pre-service teachers recognized features of the unitizing process as a Key Development Understanding but had difficulties to propose teaching decisions addressed to improve the students’ mathematical reasoning. These findings display the role played by specific mathematical content domain when pre-service teachers make teaching decisions considering the students’ mathematical reasoning.


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