Document Type
Journal Article
Publication Title
Avances de Investigacion en Educacion Matematica
Issue
25
First Page
33
Last Page
55
Publisher
Sociedad Espanola de Investigacion en Educacion Matematica
School
School of Education
Abstract
This study investigated the mathematical connections found in the solutions provided by 22 preservice secondary mathematics teachers to a set of algebra problems. Interest in, and research on, mathematical connections has gained prominence of the past decade. Here, we use the Extended Theory of Mathematical Connections or ETMC to explore the types of connections that this framework does and does not capture in the preservice teachers’ solutions. The ETMC surfaced four types of mathematical connections across four problems: ‘different representations’, ‘procedural’, ‘part-whole’ and ‘meaning’. The other types of connections defined in ETMC such as ‘reversibility’ or ‘feature’ were not found in our data, perhaps because of the specific problems that were used. Some mathematical connections were not highlighted when examining the solutions through the lens of ETMC (‘meaning’, ‘implication or if/then’ and modelling) addressing areas in which ETMC might be limited in its capacity to support researchers in identifying mathematical connections in different contexts.
DOI
10.35763/aiem25.6354
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Hatisaru, V., Stacey, K., & Star, J. (2024). Mathematical connections in the algebra problem-solving strategies of secondary school mathematics teachers in training. Research Advances in Mathematics Education, (25), 33–55 https://doi.org/10.35763/aiem25.6354