Abstract
The aim of this research is to investigate the main characteristics of the processes of constructing a hierarchical classification of quadrilaterals and identifying properties of their diagonals by pre-service middle and secondary school mathematics teachers (PMTs), when involved in whole-class discussions with the teacher educators, after having solved tasks focused on those topics. Data collection comprised video recordings of the sessions and PMTs’ written work, analyzed qualitatively. Findings indicate that constructing the hierarchical classification of quadrilaterals involved the PMTs in prototypical judgments, and dichotomous comparisons. In comparison the identification of the diagonals’ properties was influenced more by definitions and logical relationships, reflected in judgments and comparisons. It was concluded that participation in these processes, with whole-class discussions and development of schemes to illustrate inclusion relationships, may assist PMTs with prototypical phenomenon and dichotomous comparisons, benefiting their future teaching practice.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2490
https://doi.org/10.29333/ejmste/14916
Publication date: 06 Aug 2024
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