Developing elementary mathematics teachers’ knowledge of mathematical reasoning processes
Résumé
This paper aims to identify the in-service primary teachers’ knowledge of their students’
mathematical reasoning processes. Data were collected in the context of a teacher education
experiment through recording of the Zoom sessions regarding the autonomous work carried out by
the groups and the whole group discussions. The results show that the activity of planning and
carrying out tasks that promote reasoning, as well as joint analysis with peers and experts, has a
significant potential for developing knowledge that is recognized by teachers themselves.
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