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
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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.