Characterizing middle and secondary preservice teachers' change in inferential reasoning

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Characterizing middle and secondary preservice teachers' change in inferential reasoning

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15776

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Title: Characterizing middle and secondary preservice teachers' change in inferential reasoning
Author: Huey, Maryann E.
Keywords: mathematics education
preservice teachers
inferential reasoning
Date: 2011
Publisher: University of Missouri--Columbia
Abstract: This study characterizes how a cohort of 33 middle and secondary mathematics preservice teachers' inferential reasoning changed while enrolled in a statistics course designed for future teachers. Changes in inferential reasoning from pre- to postassessments are analyzed and further elucidated by midcourse clinical interviews conducted with a stratified random sample of 12 participants. Using a modified SOLO taxonomy (Biggs & Collis, 1982, 1989), the average dominant level of inferential reasoning for the cohort shifted from Unistructural to Multistructural over the course. While 58% of all participants increased their level of inferential reasoning, growth was more pronounced for secondary preservice teachers. A relationship between informal and formal approaches to inferential tasks was determined as 80% of levels assigned to formal inferential task responses were concordant with the dominant informal inferential reasoning level. Classification of course tasks revealed an increased demand for adaptive reasoning with the introduction of formal inferential methods.
URI: http://hdl.handle.net/10355/15776
Other Identifiers: HueyM-050611-D4804

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