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How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections

Artigo2026

Bahadır Yildiz

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Resumo

Abstract This qualitative study examines how 81 pre-service mathematics teachers articulate and justify criteria for judging whether a mathematical activity is worthwhile. Using post-module written reflections and reflexive thematic analysis, we trace how participants construct inclusionary and exclusionary criteria and the boundaries they draw around quality. Five themes organize their evaluative reasoning: cognitive demand and depth, student engagement and agency, contextual relevance, clarity and structure, and curricular alignment and feasibility. The findings show that participants do not merely list features; they negotiate tensions (e.g., depth versus accessibility, agency versus control, authenticity versus contrivance) and use these tensions to justify acceptance, rejection, and principled adaptation ideas. The study contributes an empirically grounded account of criteria construction as an element of emerging instructional vision and offers design implications for methods coursework that aims to cultivate principled, task-centered judgment. Claims about classroom enactment are intentionally cautious because the dataset consists exclusively of written reflections collected immediately after the module.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 5, n. 1
Editora
Springer
Ano
2026 (2026-03)
Idioma
en
Palavras-chave
Mathematics teacher education; Task evaluation; Criteria construction; Evaluative judgment; Cognitive demand; Professional vision
Temas
Acessibilidade, Formação de Professores de Matemática, Inclusão
DOI
10.1007/s44217-026-01424-x
ISSN
2731-5525
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YILDIZ, Bahadır. How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-01424-x.

APA

Yildiz, B. (2026). How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01424-x

BibTeX
@article{yildiz2026,
  author = {Yildiz, Bahadır},
  title = {How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-01424-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yildiz, Bahadır
TI  - How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-01424-x
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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