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Guided mathematical reasoning in teacher led secondary mathematics classrooms

Artigo2026

Murod Ismailov; Zarifa Muminova; Jasur Soipov; Ozod Ismailov; Feruza Rashidova

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Resumo

Abstract How teachers support sustained student thinking remains an important question in mathematics education. This study examines how teacher-guided mathematical reasoning can sustain student thinking during secondary mathematics instruction. Through qualitative analysis of a corpus of classroom teaching videos of a mathematics teacher, the study identifies recurring instructional practices that keep students thinking across a lesson. These include inviting initial ideas, asking students to justify and revise their reasoning, allowing uncertainty to remain for a time, and using follow-up questions to focus attention on key mathematical relationships. Visual, symbolic, and numerical representations are also adjusted during instruction to help students notice patterns and connections. The findings show that effective teacher guidance can sustain mathematical reasoning by encouraging students to explain, question, reconsider and connect mathematical ideas throughout a lesson. The study especially illustrates how classroom talk, questioning and multiple representations can be organized to support sustained mathematical thinking during teacher-led instruction and offers practical implications for mathematics teacher education and instructional design.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 5, n. 1
Editora
Springer
Ano
2026 (2026-09)
Idioma
en
Palavras-chave
Teacher-guided mathematical reasoning; Student thinking; Secondary mathematics classrooms; YouTube-based lesson corpus; Eddie Woo; Logical Thinking; Secondary School Mathematics; Secondary School Teachers; Secondary School Students; Mathematics Instruction; Mathematics Teachers; Educational Practices
Temas
Formação de Professores de Matemática
DOI
10.1007/s44217-026-02136-y
ISSN
2731-5525
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ISMAILOV, Murod et al.. Guided mathematical reasoning in teacher led secondary mathematics classrooms. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-02136-y.

APA

Ismailov, M., Muminova, Z., Soipov, J., Ismailov, O., & Rashidova, F. (2026). Guided mathematical reasoning in teacher led secondary mathematics classrooms. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-02136-y

BibTeX
@article{ismailov2026,
  author = {Ismailov, Murod and Muminova, Zarifa and Soipov, Jasur and Ismailov, Ozod and Rashidova, Feruza},
  title = {Guided mathematical reasoning in teacher led secondary mathematics classrooms},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-02136-y},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ismailov, Murod
AU  - Muminova, Zarifa
AU  - Soipov, Jasur
AU  - Ismailov, Ozod
AU  - Rashidova, Feruza
TI  - Guided mathematical reasoning in teacher led secondary mathematics classrooms
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-02136-y
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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