Pre-service Teachers’ Conceptions of Mathematical Argumentation

Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors. Our study provides insights into PSTs’ conceptualizations of mathematical argumentation in terms of its meanings. The data reveals how PSTs perceive teacher actions, teaching strategies, classroom expectations, mathematics content, and tasks that facilitate student engagement in mathematical argumentation. It also shows what instructional benefits of enacting mathematical argumentation in the elementary mathematics classroom they perceive

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies. PSTs with higher strategy evaluation skills were more likely to choose the strategy to engage class in justification or to advance students’ conceptual understanding compared to PSTs with low strategy evaluation skills

Exploring the Relationship between K-8 Prospective Teachers’ Algebraic Thinking Proficiency and the Questions They Pose during Diagnostic Algebraic Thinking Interviews

In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. In contrast, prospective teachers with higher algebraic thinking proficiency were able to pose probing questions to investigate student thinking or help students clarify their thinking. However, less than half of their questions were of this probing type. These results suggest that prospective teachers’ algebraic thinking proficiency is related to the types of questions they ask to explore the algebraic thinking of students. Implications for mathematics teacher education are discussed

K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

In this study, through the lens of the algebraic habit of mind Building Rules to Represent Functions, we examined 18 pre-service middle school teachers\u27 ability to use algebraic thinking to solve problems. The data revealed that pre-service teachers\u27 ability to use different features of the habit of mind Building Rules to Represent Functions varied across the features. Significant correlations existed between 8 pairs of the features. The ability to justify a rule was the weakest of the seven features and it was correlated with the ability to chunk information. Implications for mathematics teacher education are discussed

A Proposal for a Problem-Driven Mathematics Curriculum Framework

A framework for a problem-driven mathematics curriculum is proposed, grounded in the assumption that students learn mathematics while engaged in complex problem-solving activity. The framework is envisioned as a dynamic technologicallydriven multi-dimensional representation that can highlight the nature of the curriculum (e.g., revealing the relationship among modeling, conceptual, and procedural knowledge), can be used for programmatic, classroom and individual assessment, and can be easily revised to reflect ongoing changes in disciplinary knowledge development and important applications of mathematics. The discussion prompts ideas and questions for future development of the envisioned software needed to enact such a framework

Exploring Prospective 1-8 Teachers\u27 Number and Operation Sense in the Context of Fractions

This exploratory study examined prospective elementary teachers’ (PSTs’) number and operation sense (NOS) in the context of solving problems with fractions. Drawing on the existing literature, we identified seven skills that characterize fraction-related NOS. We analyzed 230 responses to 23 tasks completed by 10 PSTs for evidence of PSTs’ use of different fraction-related NOS skills. The analysis revealed that PSTs did not use all seven fractionrelated NOS skills to the same extent. PSTs’ responses documented their frequent reasoning about the meaning of symbols and formal mathematical language in the context of fractions. To a lesser extent, PSTs’ responses documented their reasoning about different representations of fractions and operations, about the composition of numbers, and about the effects of operations on pairs of fractions. We also examined possible relationships among the seven fraction-related NOS skills identified across the analyzed responses. The results reveal that some of the fraction-related NOS skills appear to support one another. Given that NOS skills provide a foundation for effective mental computation strategies, our study shows the need for explicit attention in teacher preparation programs to supporting PSTs in developing a strong awareness of and facility with a range of fraction-related NOS skills. Our study also raises questions about the relationship between PSTs’ conceptual understanding of fractions and their fraction-related NOS skills and provides suggestions for future research that explores further connections among the fraction-related NOS skills

Feasibility studies of time-like proton electromagnetic form factors at PANDA at FAIR

Simulation results for future measurements of electromagnetic proton form factors at \PANDA (FAIR) within the PandaRoot software framework are reported. The statistical precision with which the proton form factors can be determined is estimated. The signal channel $\bar p p \to e^+ e^-$ is studied on the basis of two different but consistent procedures. The suppression of the main background channel, $\textit{i.e.}$ $\bar p p \to \pi^+ \pi^-$, is studied. Furthermore, the background versus signal efficiency, statistical and systematical uncertainties on the extracted proton form factors are evaluated using two different procedures. The results are consistent with those of a previous simulation study using an older, simplified framework. However, a slightly better precision is achieved in the PandaRoot study in a large range of momentum transfer, assuming the nominal beam conditions and detector performance

Study of doubly strange systems using stored antiprotons

Bound nuclear systems with two units of strangeness are still poorly known despite their importance for many strong interaction phenomena. Stored antiprotons beams in the GeV range represent an unparalleled factory for various hyperon-antihyperon pairs. Their outstanding large production probability in antiproton collisions will open the floodgates for a series of new studies of systems which contain two or even more units of strangeness at the P‾ANDA experiment at FAIR. For the first time, high resolution γ-spectroscopy of doubly strange ΛΛ-hypernuclei will be performed, thus complementing measurements of ground state decays of ΛΛ-hypernuclei at J-PARC or possible decays of particle unstable hypernuclei in heavy ion reactions. High resolution spectroscopy of multistrange Ξ−-atoms will be feasible and even the production of Ω−-atoms will be within reach. The latter might open the door to the |S|=3 world in strangeness nuclear physics, by the study of the hadronic Ω−-nucleus interaction. For the first time it will be possible to study the behavior of Ξ‾+ in nuclear systems under well controlled conditions

Prospective K-8 Teachers\u27 Problem Posing: Interpretations of Tasks That Promote Mathematical Argumentation

This study examines pre-service teachers’ (PSTs’) views of tasks that engage students in mathematical argumentation. Data were collected in two different mathematics courses for elementary school education majors (n = 51 total PSTs). Analyzed were (a) written journals in which PSTs defined tasks that promote student engagement in argumentation, (b) tasks PSTs posed to engage students in mathematical argumentation, and (c) accompanying explanations in which PSTs motivated tasks they posed. The analysis revealed that PSTs interpret tasks that foster argumentation in terms of activities of argumentation that a task elicits and space for argumentation that the task provides. Several features that PSTs associated with each of the two major task characteristics were identified. While posing tasks to engage students in argumentation, PSTs did not place equal emphasis on all of the identified features

Prospective Teachers\u27 Interpretations of Mathematical Reasoning

Calls for teaching school mathematics with a focus on mathematical reasoning (MR) are included in curricular documents across the world, but little is known how prospective teachers (PSTs) understand MR. In this paper, we report on a study in which we engaged 24 PSTs preparing to teach grades 1-8 in analyzing a series of student-generated arguments for evidence of student reasoning with a focus on student-provided justifications. We examined PSTs’ interpretations of MR prior to and after instruction. Our results showed that PSTs interpreted MR broadly in terms of student thinking, validating thinking, problem-solving, connecting ideas, or sense-making. Some PSTs also interpreted MR as evidence of student understanding or described MR in terms of strategies teachers use to support students’ reasoning skills. We discuss changes in PSTs’ interpretations of MR after instruction