Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids
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Resumo
The literature has highlighted the significant role of definitions and defining in mathematics learning and teaching. Furthermore, non-prototypical figures are particularly important when teaching geometry, but teachers and pre-service teachers still have problems defining them. For these reasons, we investigated whether there were differences in the way that pre-service mathematics teachers constructed and selected definitions for prototypical and non-prototypical solids. In particular, the commognitive framework was employed to investigate the differences in the discourse of 33 pre-service secondary-school teachers when constructing and selecting definitions in task situations that involved prototypical and non-prototypical solids. Moreover, we studied if some commognitive conflicts appeared in task situations involving non-prototypical solids but not in similar task situations involving prototypical solids. The findings show some differences between the pre-service teachers’ discourses in both types of task situations. Additionally, some commognitive conflicts appeared only in task situations with non-prototypical solids. Lastly, we classified those commognitive conflicts.
Dados da obra
- Tipo
- Artigo
- Periódico
- The Journal of Mathematical Behavior, v. 75, p. 101170
- Editora
- Elsevier BV
- Ano
- 2024 (2024-06-18)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; mathematical definitions; geometry teaching; teacher discourse; polyhedra
- Temas
- Geometria
- DOI
- 10.1016/j.jmathb.2024.101170
- ISSN
- 0732-3123, 1873-8028
- Licença
- cc-by-nc-nd
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TOSCANO, Rocío et al.. Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids. The Journal of Mathematical Behavior, v. 75, p. 101170, 2024. DOI: https://doi.org/10.1016/j.jmathb.2024.101170.
APA
Toscano, R., Fernández-León, A., María Gavilán, J., González-Regaña, A. J., & Martín-Molina, V. (2024). Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids. The Journal of Mathematical Behavior, 75, 101170. https://doi.org/10.1016/j.jmathb.2024.101170
BibTeX
@article{toscano2024,
author = {Toscano, Rocío and Fernández-León, Aurora and María Gavilán, José and González-Regaña, Alfonso J. and Martín-Molina, Verónica},
title = {Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids},
year = {2024},
journal = {The Journal of Mathematical Behavior},
volume = {75},
pages = {101170},
publisher = {Elsevier BV},
doi = {10.1016/j.jmathb.2024.101170},
language = {en}
}RIS
TY - JOUR AU - Toscano, Rocío AU - Fernández-León, Aurora AU - María Gavilán, José AU - González-Regaña, Alfonso J. AU - Martín-Molina, Verónica TI - Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids PY - 2024 JO - The Journal of Mathematical Behavior VL - 75 SP - 101170 DO - 10.1016/j.jmathb.2024.101170 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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