Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Melek Pesen, Emine Erktin
Boğaziçi University
⬇ Download PDFThis study examines reasoning opportunities in tasks designed by prospective mathematics teachers and their conceptions of how they promote reasoning and justification. Twenty-eight prospective teachers designed curriculum-based tasks and submitted self-reports. Tasks were analysed using the Integrated Framework for Analyzing Ways of Reasoning (Sevinç et al., 2022), and self-reports were thematically analysed. Results indicate that most tasks primarily involved empirical reasoning, whereas teachers frequently described their tasks as promoting explanation and justification. Comparison of intended and enacted reasoning revealed diverse alignments, highlighting challenges in translating intentions about reasoning into task design, and have implications for teacher education.
mathematical reasoningtask designprospective mathematics teachersgeometry education