International Electronic Journal of Mathematics Education

Preservice Elementary Teacher's Thinking about Algebraic Reasoning
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2014 - Volume 9 Issue 2, pp. 147-162
  • Published Online: 12 Dec 2014
  • Article Views: 672 | Article Download: 974
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Gordillo WFC, Godino JD. Preservice Elementary Teacher's Thinking about Algebraic Reasoning. Int Elect J Math Ed. 2014;9(2), 147-162.
APA 6th edition
In-text citation: (Gordillo & Godino, 2014)
Reference: Gordillo, W. F. C., & Godino, J. D. (2014). Preservice Elementary Teacher's Thinking about Algebraic Reasoning. International Electronic Journal of Mathematics Education, 9(2), 147-162.
Chicago
In-text citation: (Gordillo and Godino, 2014)
Reference: Gordillo, Walter F. Castro, and Juan D. Godino. "Preservice Elementary Teacher's Thinking about Algebraic Reasoning". International Electronic Journal of Mathematics Education 2014 9 no. 2 (2014): 147-162.
Harvard
In-text citation: (Gordillo and Godino, 2014)
Reference: Gordillo, W. F. C., and Godino, J. D. (2014). Preservice Elementary Teacher's Thinking about Algebraic Reasoning. International Electronic Journal of Mathematics Education, 9(2), pp. 147-162.
MLA
In-text citation: (Gordillo and Godino, 2014)
Reference: Gordillo, Walter F. Castro et al. "Preservice Elementary Teacher's Thinking about Algebraic Reasoning". International Electronic Journal of Mathematics Education, vol. 9, no. 2, 2014, pp. 147-162.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Gordillo WFC, Godino JD. Preservice Elementary Teacher's Thinking about Algebraic Reasoning. Int Elect J Math Ed. 2014;9(2):147-62.

Abstract

This paper reports on the results of a research about the comprehension of elementary algebraic reasoning exhibited by preservice elementary teachers. Such comprehension is studied by means of the elementary algebraic tasks that preservice teachers propose to be worked out by primary pupils, as well as their conceptions about including elementary algebraic reasoning in primary school curriculum. Based on the analysis of the tasks it stands out the procedural and numerical conception exhibited by the preservice teachers. Additionally they conceded little importance to the relational aspect of the equal sign. Some implications for teacher education are discussed.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.