Breaking Conventions to Support Quantitative Reasoning
Kevin C. Moore, Jason Silverman, Teo Paoletti, and Kevin LaForest
March 2014, Volume 2, Issue 2, Page 141
Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, pre-service teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb pre-service teachers thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support pre-service teachers – and students in general – in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.
Mathematics Teacher Educator is co-published by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators.