Ideally, mathematical concepts must be justified rather than simply stated. This study examined the reasoning expressed by pre-service elementary teachers when asked to describe how they would introduce the concept… Click to show full abstract
Ideally, mathematical concepts must be justified rather than simply stated. This study examined the reasoning expressed by pre-service elementary teachers when asked to describe how they would introduce the concept of multidigit subtraction to their students. The sample consisted of 230 pre-service elementary teachers from six Philippine universities located in various regions of the country. The reasoning in each response was classified to be of high- or low-quality, on the basis of whether they were anchored to intrinsic mathematical properties. Repeating phrases were also identified and were analysed qualitatively. The findings show that more than 90% of the reasoning produced by teachers relied heavily on rules and procedures, without connections to the quantities involved in the problem. The existence of responses that were repeated across a large number of participants also suggests that the pre-service teachers’ reasonings were influenced by a ‘cultural script’ they learned over a lifetime of participation in rule-dominated classrooms. The paper concludes by offering recommendations and future directions.
               
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