scholarly journals Characterization of Inductive Reasoning in Middle School Mathematics Teachers in a Generalization Task

2019 ◽  
Vol 14 (3) ◽  
Author(s):  
Landy Elena Sosa Moguel ◽  
Eddie Aparicio Landa ◽  
Guadalupe Cabañas-Sánchez
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Inductive Reasoning ◽  
Middle School Mathematics ◽  
School Mathematics

scholarly journals Fases del razonamiento inductivo que presentan profesores de matemáticas al resolver un problema de generalización

2020 ◽  
Vol 14 (2) ◽  
pp. 118-140
Author(s):  
Landy Elena Sosa Moguel ◽  
Eddie Aparicio Landa ◽  
Guadalupe Cabañas-Sánchez
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Inductive Reasoning ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Mathematical Structures ◽  
Written Responses ◽  
Generalization Problem

Se reportan seis fases del razonamiento inductivo que presentaron 19 profesores de matemáticas de secundaria al resolver un problema de generalización de un patrón cuadrático. Los datos se recolectaron mediante sus respuestas escritas y entrevistas. El análisis se realizó con base en el modelo de Cañadas y Castro (2007). Se encontró que, para generalizar de manera correcta, no basta con reconocer las regularidades en varios casos particulares, sino que se precisa de asociar esas regularidades con estructuras matemáticas que describan el patrón de manera general, y se detectaron dificultades en algunas fases que impidieron a los profesores llegar a generalizar.Inductive reasoning stages presented by mathematics teachers when solving a generalization problemThis investigation reports six inductive reasoning stages presented by nineteen middle school mathematics teachers when solving a generalization problem of a quadratic pattern. The data was collected through their written responses and interviews. The analysis was performed based on the model of Cañadas and Castro (2007). It was found that the correct generalization not only needed the recognition of regularities in some particular cases, but an accurate association between those regularities and the mathematical structures that describe the pattern in a general way. Furthermore, several difficulties that prevented the teachers from achieving a generalization were detected.Doi: 10.30827/pna.v14i2.9118

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

scholarly journals Personal Professional Development Efforts Scale for Middle School Mathematics Teachers: An Adaptation Study

2017 ◽  
Vol 10 (4) ◽  
pp. 325-342 ◽  
Author(s):  
M. Zafer Balbağ ◽  
◽  
Kürşat Yenilmez ◽  
Melih Turgut ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Mathematics Teachers ◽  
Middle School Mathematics ◽  
School Mathematics
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