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Pre-service mathematics teachers’ mathematization process in solving geometry problems

Artigo2025

Girma Tessema ORCID; Kassa Michael Wodeyesus ORCID; Solomon Areaya Kassa ORCID

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Resumo

Abstract This exploratory qualitative case study design aims to examine the mathematization process employed by pre-service mathematics teachers during instruction grounded in Realistic Mathematics Education (RME) within Plane Geometry. It was studied as this shall have a cascading effect on the teaching–learning of schools. Carried out at a teacher education college in the Oromia region of Ethiopia, the study used 27 pre-service mathematics teachers, who constituted one class as participants. The methods of data collection encompassed observation, informal discussions, and semi-structured interviews. The findings pinpoint significant progress, persistent challenges, and possible barriers to integrating realist mathematical artifacts and conceptions in class. Through the RME-centric mathematization instruction, these pre-service mathematics teachers crafted individual problem-solving strategies for comprehensive word problems relating to plane geometry and real-life contexts. Impressively, some participants even managed to leverage alternative equations and theorems not covered in the course materials. However, challenges emerged. The breadth of content, the nature of the curriculum, and specific limitations in the pre-service teachers' proficiencies were underscored as potential hurdles in the pre-service mathematics teacher's mathematization process to draw conjectures and mathematical concept formulations, including deriving relations among geometry concepts while solving geometry problems.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 4, n. 1, p. 1-16
Editora
Springer
Ano
2025 (2025-09)
Idioma
en
Palavras-chave
Realistic mathematics education; Problem-solving; Mathematization; Challenges; Pre-service mathematics teachers; plane geometry; geometry problem solving; mathematical artifacts; mathematical conceptions; teacher professional development; word problems; conjecture formation; alternative theorem
Temas
Álgebra, Currículo, Formação de Professores de Matemática, Geometria, Resolução de Problemas
DOI
10.1007/s44217-025-00551-1
ISSN
2731-5525
Licença
cc-by-nc-nd
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
TESSEMA, Girma; WODEYESUS, Kassa Michael; KASSA, Solomon Areaya. Pre-service mathematics teachers’ mathematization process in solving geometry problems. Discover Education, v. 4, n. 1, p. 1-16, 2025. DOI: https://doi.org/10.1007/s44217-025-00551-1.

APA

Tessema, G., Wodeyesus, K. M., & Kassa, S. A. (2025). Pre-service mathematics teachers’ mathematization process in solving geometry problems. Discover Education, 4(1), 1-16. https://doi.org/10.1007/s44217-025-00551-1

BibTeX
@article{tessema2025,
  author = {Tessema, Girma and Wodeyesus, Kassa Michael and Kassa, Solomon Areaya},
  title = {Pre-service mathematics teachers’ mathematization process in solving geometry problems},
  year = {2025},
  journal = {Discover Education},
  volume = {4},
  number = {1},
  pages = {1-16},
  publisher = {Springer},
  doi = {10.1007/s44217-025-00551-1},
  language = {en}
}
RIS
TY  - JOUR
AU  - Tessema, Girma
AU  - Wodeyesus, Kassa Michael
AU  - Kassa, Solomon Areaya
TI  - Pre-service mathematics teachers’ mathematization process in solving geometry problems
PY  - 2025
JO  - Discover Education
VL  - 4
IS  - 1
SP  - 1
EP  - 16
DO  - 10.1007/s44217-025-00551-1
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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