Justification in the mathematics classroom: A study of prospective elementary teachers

Martin Simon, Glendon W. Blume

Research output: Contribution to journalArticle

Abstract

This study focuses on mathematical justification in the context of a mathematics course for prospective elementary teachers. The course was run as a whole-class constructivist teaching experiment. The analysis of the data provides a detailed look at how classroom norms for mathematical justification were established given the prospective teachers' traditional expectations of school mathematics and the teacher's reform-oriented notions. Three episodes from the class transcripts are analyzed in this article. They reveal the interactive process of negotiating new classroom norms for doing mathematics, the range of student responses to situations for justifications, and the complex interrelationship between the investigation of mathematical validity and development of mathematical understanding in the classroom community.

Original languageEnglish (US)
Pages (from-to)3-31
Number of pages29
JournalJournal of Mathematical Behavior
Volume15
Issue number1
DOIs
StatePublished - Mar 1996

Fingerprint

Mathematics
Justification
mathematics
Prospective Studies
classroom
teacher
Prospective Teachers
Norm
Negotiating
Teaching
Students
reform
experiment
Range of data
school
community
Experiment
student
Experiments
Class

ASJC Scopus subject areas

  • Applied Mathematics
  • Applied Psychology
  • Education

Cite this

Justification in the mathematics classroom : A study of prospective elementary teachers. / Simon, Martin; Blume, Glendon W.

In: Journal of Mathematical Behavior, Vol. 15, No. 1, 03.1996, p. 3-31.

Research output: Contribution to journalArticle

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