The development of mathematical reasoning is part of the school curricula from the first years, as reflected in teacher education. This study focuses on the prospective primary teachers education, aiming to construct a framework which describes the knowledge about mathematical reasoning processes of teachers and prospective teachers, in the context of a prospective teacher education experiment. Audio and video records of lessons, participant observation and the collection of written records of the prospective teachers are used. The results enable the construction of a framework organised into six levels of knowledge within each of the reasoning processes looked at – generalising, justifying, comparing, classifying and exemplifying – in order to analyse the evolution of this type of knowledge.

从第一年开始，数学推理的发展便是学校课程的一部分，这在教师教育中得到了体现。本研究侧重于预期的小学教师教育，旨在构建一个框架，该框架在预期的教师教育实验的背景下描述有关教师和预期的教师的数学推理过程的知识。使用课程的音频和视频记录，参与者的观察以及准教师的书面记录的收集。结果使构建的框架能够在所研究的每个推理过程（归纳，证明，比较，分类和例示）中分为六个知识层次，以便分析此类知识的发展。