ABSTRACT

This article considers the development of synthetic landscapes of multiplicative reasoning constructed by student teachers (pre-service teachers). It explores the implications of working in a way that integrates literature from Maths Recovery, Cognitively Guided Instruction and Realistic Mathematics Education approaches. The aim is to better understand how working in this way affects student teacher interactions with learners, the questions they ask, the tasks they design; their capacity to value diversity in literature and develop their flexibility in practice. The findings indicate that this embodied approach to task design within teacher education led to all student teachers engaging in a participatory view of learning mathematics, discussing a range of strategies and models used by the children. Although many student teachers experimented with different pedagogical approaches and were beginning to design their own tasks, very few understood the underlying relational structures between a series of connected tasks within number strings or investigations.

摘要

本文考虑了由学生教师（职前教师）构建的乘法推理综合景观的发展。它探讨了将数学与数学恢复，认知指导教学和现实数学教育方法相结合的方式进行工作的意义。目的是更好地了解以这种方式进行的工作如何影响学生教师与学习者的互动，他们提出的问题，他们设计的任务；他们重视文学多样性并在实践中发展灵活性的能力。研究结果表明，教师教育中这种任务设计的体现方法导致所有学生教师参与学习数学的参与性观点，讨论了孩子们使用的一系列策略和模型。