This program of research will examine how middle school pre-service teachers' knowledge of mathematical argumentation and proving develops in teacher preparation programs. The project explores the research question: What conceptions of mathematical reasoning and proving do middle school preservice teachers hold in situations that foster reasoning about change, proportionality, and proportional relationships, as they enter their mathematics course sequence in their teacher preparation program, and how do these conceptions evolve throughout the program?
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Park, H., & Magiera, M. T. (2019). Pre-service teachers’ conceptions of mathematical argumentation. In S. Otten, A. Candela, Z. deAraujo, C. Haines, & C. Munter (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1264-1268). St Louis, MO: University of Missouri.*
- Zambak, V. S., & Magiera, M. T. (2018). Pre-service K-8 teachers’ professional noticing and strategy evaluation skills: An exploratory study. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), 1-19.*
- Magiera, M. T., van den Kieboom, L., & Moyer, J. C. (2013). An exploratory study of pre-service middle school teachers’ knowledge of algebraic thinking. Educational Studies in Mathematics, 84(1), 93-113.
- van den Kieboom, L., Magiera, M. T., & Moyer, J. (2014). Exploring the relationship between K-8 prospective teachers’ algebraic thinking proficiency and the questions they pose during algebraic thinking interviews: An exploratory study. Journal of Mathematics Teacher Education, 17(5), 429-461.
- Magiera, M. T., van den Kieboom, L., & Moyer, J. (2017). K-8 Pre-service teachers’ algebraic thinking: Exploring the habit of mind building rules to represent functions. Mathematics. Teachers Education and Development Journal, 19(2), 25-50.*