MIDDLE SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICAL REASONING

Figen Bozkuş, Ülkü Ayvaz

Abstract


Acknowledging the importance of mathematical reasoning in mathematics teaching, the present study analyzes middle school mathematics teachers’ understanding of reasoning. In line with the purpose, the study was performed using a phenomenological design, which is one of the qualitative research methods. The study was carried out with a total of 16 middle school mathematics teachers serving in different state schools in the 2016-2017 school year. The study employed an interview form consisting of four open-ended questions to determine the teachers’ theoretical and practical understanding of mathematical reasoning. Drawing on qualitative data, this study employed content analysis method for data analysis. As a result, it is understood that the middle school mathematics teachers do not have a comprehensive and adequate knowledge and view about mathematical reasoning when it is considered how they define, exemplify and support mathematical reasoning. Because it is appeared that mathematical reasoning means only making explanations, justifications and producing different solutions for a problem according to them. It is important that the teachers should broaden their view about mathematical reasoning to support their students’ reasoning better.

 

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mathematical reasoning, mathematical thinking, middle school mathematics teachers

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