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RESEARCH PAPER
Teachers’ Understanding of Generalizing and Justifying in a Professional Development Course
1
Instituto de Educação, Universidade de Lisboa, PORTUGAL
Publication date: 2022-01-03
EURASIA J. Math., Sci Tech. Ed 2022;18(1):em2067
KEYWORDS
generalizingjustifyingmathematical reasoningteacher educationteachers’understanding of reasoning processes
ABSTRACT
A teaching practice consistent with the development of students’ mathematical reasoning
requires teachers to hold a profound understanding of mathematical reasoning. The aim of this
research is to study the development of middle and secondary mathematics teachers’
understanding about the processes of generalizing and justifying in a professional development
course. Data collection included observation of the course sessions, with video recordings, and
document collection of teachers’ and their students’ productions. A qualitative in-depth analysis
was carried out focusing on the ways and complexity of generalizing identified by the teachers.
The results indicate that teachers progressively focus their attention on these reasoning processes,
identifying and characterizing them. The way the course was designed and enacted appears to
have contributed to enable the teachers to deepen their understanding of two central
mathematical reasoning processes, generalizing and justifying, in addition to their ability to foster
and identify such processes in the work with their students.
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