The relationship between preservice elementary teachers’ solutions to a pattern generalization problem and difficulties they anticipate in teaching it

Mi Yeon Lee, Ji Eun Lee

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

To explore the relationship between elementary preservice teachers’ (PTs’) solutions to a pattern generalization problem and the difficulties they expected to encounter when teaching the same problem to students, we administered a task-based questionnaire to 154 participants at a large Southwestern university in the US. Employing inductive content analysis, we identified possible links between PTs' solutions and their anticipated difficulties. PTs who solved the problem using figurative reasoning tended to anticipate difficulties related to pedagogical moves to support students’ mathematical understanding. In contrast, PTs who solved the problem using algebraic formulations were likely to anticipate difficulties related to teaching algebraic knowledge and supporting procedural fluency. Also, only PTs who solved the problem using figurative reasoning anticipated difficulties associated with eliciting and evaluating student thinking, whereas PTs who used formulas to solve the problem expected difficulties related to their own self-efficacy and confidence. We discuss three implications for mathematics teacher education.

Original languageEnglish (US)
Article number101046
JournalJournal of Mathematical Behavior
Volume69
DOIs
StatePublished - Mar 2023

Keywords

  • Mathematical knowledge for teaching
  • Pattern generalization
  • Preservice teacher education
  • Problem solving

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics

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