Pre-service teachers’ general and specific arguments in real number contexts

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A study of pre-service primary school teachers’ content knowledge regarding real numbers related to infinity,
i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were
collected twice during the respondents’ teacher education using questionnaires and interviews on both
occasions. The data were analysed in terms of traces of concept images, focusing on general and specific
arguments in different mathematics contexts. The results show that the pre-service teachers often used
conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used
for explanations represented other mathematical structures than the ones intended. The results raise
questions of the pre-service teachers’ awareness of their own capabilities. Implications teacher education
programmes are discussed.
Sidor (från-till)1-22
Antal sidor22
TidskriftMathematics Teacher Education and Development
StatusPublished - 2022
Externt publiceradJa

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