Exploring the Mathematical Reasoning Skills Across Different Levels of Prospective Mathematics Teachers: A Mixed-Methods Investigation

Dewi Hamidah; Susiswo; Hery Susanto; Zun Azizul Hakim; Sharifah Osman

doi:10.22342/mej.v19i2.pp389-412

Download

PDF

Statistic

Read Counter : 81 Download : 30

Abstract

Mathematical reasoning is a fundamental competence for prospective mathematics teachers, as it underpins their ability to interpret, extend, and respond to students’ mathematical thinking. However, there is a documented gap in how these reasoning skills evolve across the stages of teacher education, particularly in relation to the instructional experiences and learning environments provided throughout the teacher education program. Existing research has not sufficiently addressed how reasoning abilities develop over time within the same academic trajectory, creating a need to explore longitudinal variations and instructional influences. This study investigates the differences of mathematical reasoning skills—specifically conjecturing, generalizing, and justifying—among prospective mathematics teachers across different semesters of their undergraduate education. Employing an exploratory mixed-methods approach, the research involved 198 undergraduate students enrolled in a Mathematics Education program in Kediri, Indonesia. Data were collected through two validated numeracy tasks and analyzed using qualitative methods to identify reasoning patterns, complemented by quantitative analysis via the Kruskal-Wallis test to examine semester-based differences. The findings reveal that while students generally exhibit strength in conjecturing, persistent challenges remain in generalizing and justifying mathematical ideas, with more advanced students demonstrating comparatively higher proficiency. These results underscore the necessity for early, sustained, and scaffolded interventions within mathematics teacher education programs to nurture comprehensive reasoning capabilities. The study offers critical insights into the developmental trajectory of mathematical reasoning and informs the design of curriculum frameworks that better support the intellectual growth of future mathematics educators.

Keywords

Mathematical Reasoning Numeracy Problems Prospective Mathematics Teacher Semester-based Differences

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite

Hamidah, D., Susiswo, Susanto, H., Hakim, Z. A., & Osman, S. (2025). Exploring the Mathematical Reasoning Skills Across Different Levels of Prospective Mathematics Teachers: A Mixed-Methods Investigation. Mathematics Education Journal, 19(2), 389–412. https://doi.org/10.22342/mej.v19i2.pp389-412

Download Citation

References

Bergqvist, T., Lithner, J., & Sumpter, L. (2008). Upper secondary students’ task reasoning. International Journal of Mathematical Education in Science and Technology, 39(1), 1–12. https://doi.org/10.1080/00207390701464675
Bragg, L. A., Herbert, S., Loong, E. Y.-K., Vale, C., & Widjaja, W. (2016). Primary teachers notice the impact of language on children’s mathematical reasoning. Mathematics Education Research Journal, 28(4), 523–544. https://doi.org/10.1007/s13394-016-0178-y
Brodie, K., Coetzee, K., Lauf, L., Modau, S., Molefe, N., & O’Brien, R. (2010). Teaching mathematical reasoning in secondary school classrooms. In Teaching Mathematical Reasoning in Secondary School Classrooms. Springer US. https://doi.org/10.1007/978-0-387-09742-8
Creswell, J. (2014). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage.
Creswell, J. W., & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Sage.
Ding, L. (2018). Progression trend of scientific reasoning from elementary school to university: A large-scale cross-grade survey among Chinese students. International Journal of Science and Mathematics Education, 16(8), 1479–1498. https://doi.org/10.1007/s10763-017-9844-0
Ding, L., Wei, X., & Liu, X. (2016). Variations in university students’ scientific reasoning skills across majors, years, and types of institutions. Research in Science Education, 46(5), 613–632. https://doi.org/10.1007/s11165-015-9473-y
El Mouhayar, R. (2018). Trends of progression of student level of reasoning and generalization in numerical and figural reasoning approaches in pattern generalization. Educational Studies in Mathematics, 99(1), 89–107. https://doi.org/10.1007/s10649-018-9821-8
Girardin, V., Lequesne, J., & Thévenon, O. (2019). How variation of scores of the programme for international student assessment can be explained through analysis of information. In Data Analysis and Applications 2 (pp. 149–164). Wiley. https://doi.org/10.1002/9781119579465.ch11
Gürbüz, R., & Erdem, E. (2016). Relationship between mental computation and mathematical reasoning. Cogent Education, 3(1), 1212683. https://doi.org/10.1080/2331186X.2016.1212683
Herbert, S., & Bragg, L. A. (2021). Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal, 33(3), 409–433. https://doi.org/10.1007/s13394-020-00310-5
Herbert, S., Vale, C., Bragg, L. A., Loong, E., & Widjaja, W. (2015). A framework for primary teachers’ perceptions of mathematical reasoning. International Journal of Educational Research, 74, 26–37. https://doi.org/10.1016/j.ijer.2015.09.005
Hidayah, I. N., Irawati, S., Agung, M., Sa’dijah, C., Subanji, & Sudirman. (2023). Creative conjecture: Abductive reasoning to generate some ideas in algebra. Mathematics Teaching Research Journal, 15(1), 108-126. https://files.eric.ed.gov/fulltext/EJ1391463.pdf
Hidayah, I. N., Sa’dijah, C., Subanji, S., & Sudirman, S. (2020). Characteristics of students’ abductive reasoning in solving algebra problems. Journal on Mathematics Education, 11(3), 347–362. https://doi.org/10.22342/jme.11.3.11869.347-362
Hiebert, J., K. Morris, A., & Glass, B. (2003). Learning to learn to teach: An ``experiment’’ model for teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education, 6(3), 201–222. https://doi.org/10.1023/A:1025162108648
Hjelte, A., Schindler, M., & Nilsson, P. (2020). Kinds of mathematical reasoning addressed in empirical research in mathematics education: A systematic review. Education Sciences, 10(10), 1–15. https://doi.org/10.3390/educsci10100289
Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. M. (2017). “Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https://doi.org/10.1080/13803611.2018.1500293
Ikram, M., Purwanto, P., Parta, I. N., & Susanto, H. (2020). Mathematical reasoning required when students seek the original graph from a derivative graph. Acta Scientiae, 22(6), 45-64. https://doi.org/10.17648/acta.scientiae.5933
Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8
Knuth, E., Zaslavsky, O., & Ellis, A. (2019). The role and use of examples in learning to prove. The Journal of Mathematical Behavior, 53, 256–262. https://doi.org/10.1016/j.jmathb.2017.06.002
Kristayulita, K., Nusantara, T., As’ari, A. R., & Sa’dijah, C. (2020). Schema of analogical reasoning-thinking process in example analogies problem. Eurasian Journal of Educational Research, 2020(88), 87–104. https://doi.org/10.14689/ejer.2020.88.4
Küchemann, D., & Hoyles, C. (2006). Influences on students’ mathematical reasoning and patterns in its development: Insights from a longitudinal study with particular reference to geometry. International Journal of Science and Mathematics Education, 4(4), 581–608. https://doi.org/10.1007/s10763-006-9039-6
Lannin, J., Ellis, A., & Elliott, R. (2011). Developing Essential Understanding of Mathematical Reasoning for Teaching Mathematics in Prekindergarten-Grade 8 (R. M. Zbiek (ed.); First). National Council of Teachers of Mathematics.
Lannin, J. K., Barker, D. D., & Townsend, B. E. (2006). Recursive and explicit rules: How can we build student algebraic understanding? The Journal of Mathematical Behavior, 25(4), 299–317. https://doi.org/10.1016/j.jmathb.2006.11.004
Lathifaturrahmah, L., Nusantara, T., Subanji, S., & Muksar, M. (2023). Predictive reasoning of senior high school students in handling COVID-19 data. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2253. https://doi.org/10.29333/ejmste/13110
Lesseig, K. (2016). Fostering teacher learning of conjecturing, generalising and justifying through mathematics studio. Mathematics Teacher Education and Development, 18(1), 100-118. https://files.eric.ed.gov/fulltext/EJ1103504.pdf
Lithner, J. (2000). Mathematical reasoning in task solving. Educational Studies in Mathematics, 41(2), 165-190. https://www.jstor.org/stable/3483188
Lo, J., & McCrory, R. (2012). Proof and proving in mathematics for prospective elementary teachers. In G. Hanna & M. de Villiers (Eds.), ICMI study 19: Proof and proving in mathematics education (The 19th ICMI Study, Vol. 15, pp. 41–46). Springer Netherlands. https://doi.org/10.1007/978-94-007-2129-6
Marsitin, R., Sa’dijah, C., Susiswo, S., & Chandra, T. D. (2022). Creative mathematical reasoning process of climber students in solving higher order thinking skills geometry problems. TEM Journal, 11(4), 1877–1886. https://doi.org/10.18421/TEM114-56
Melhuish, K., Thanheiser, E., & Guyot, L. (2020). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35–67. https://doi.org/10.1007/s10857-018-9408-4
Mendes, F., Delgado, C., & Brocardo, J. (2022). Challenges faced by preservice teachers in planning and exploring tasks that promote mathematical reasoning. Acta Scientiae, 24(4), 147–182. https://doi.org/10.17648/acta.scientiae.7123
Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon, 9(4), e14789. https://doi.org/10.1016/j.heliyon.2023.e14789
Nhiry, M., Abouhanifa, S., & El Khouzai, E. M. (2023). The characterization of mathematical reasoning through an analysis of high school curricula and textbooks in Morocco. Cogent Education, 10(1), 2188797. https://doi.org/10.1080/2331186X.2023.2188797
Niss, M. (2003). Mathematical competencies and the learning of mathematics. Third Mediterranean Conference on Mathematics Education, Athens, 115–124. https://api.semanticscholar.org/CorpusID:56501867
Niss, M. (2015). Mathematical Competencies and PISA. In Assessing Mathematical Literacy (pp. 35–55). Springer International Publishing. https://doi.org/10.1007/978-3-319-10121-7_2
Oliver, M. (2021). What styles of reasoning are important in primary English? The Curriculum Journal, 32(4), 704–721. https://doi.org/10.1002/curj.120
Palengka, I., Juniati, D., & Abadi. (2022). Mathematical reasoning of prospective mathematics teachers in solving problems based on working memory capacity differences. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), 1–12. https://doi.org/10.29333/ejmste/12670
Parameswari, P., Purwanto, Sudirman, & Susiswo. (2023). Correct-incorrect proportional reasoning strategies on the proportional problems and SOLO taxonomy. Acta Scientiae, 25(5), 86–117. https://doi.org/10.17648/acta.scientiae.7465
Pedemonte, B., & Buchbinder, O. (2011). Examining the role of examples in proving processes through a cognitive lens: The case of triangular numbers. ZDM, 43(2), 257–267. https://doi.org/10.1007/s11858-011-0311-z
Pettersen, A., & Braeken, J. (2019). Mathematical competency demands of assessment items: A search for empirical evidence. International Journal of Science and Mathematics Education, 17(2), 405–425. https://doi.org/10.1007/s10763-017-9870-y
Rodrigues, M., Brunheira, L., & Serrazina, L. (2021). A framework for prospective primary teachers’ knowledge of mathematical reasoning processes. International Journal of Educational Research, 107, 101750. https://doi.org/10.1016/j.ijer.2021.101750
Ryken, A. E. (2009). Multiple representations as sites for teacher reflection about mathematics learning. Journal of Mathematics Teacher Education, 12(5), 347–364. https://doi.org/10.1007/s10857-009-9107-2
Shure, V., & Liljedahl, P. (2024). The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning. Journal of Mathematics Teacher Education, 27(3), 411–440. https://doi.org/10.1007/s10857-023-09570-x
Simsek, Z. Z. (2025). Investigating prospective teachers’ skills of predicting and identifying significant student reasoning instances and deciding how to respond to those instances. Investigations in Mathematics Learning, 17(1), 83–101. https://doi.org/10.1080/19477503.2024.2391716
Singley, A. T. M., & Bunge, S. A. (2014). Neurodevelopment of relational reasoning: Implications for mathematical pedagogy. Trends in Neuroscience and Education, 3(2), 33–37. https://doi.org/10.1016/j.tine.2014.03.001
Stylianides, A. J. (2007). Proof and proving in school mathematics. Journal for Research in Mathematics Education, 38(3), 289–321. https://www.jstor.org/stable/30034869
Stylianides, A. J., & Stylianides, G. J. (2006). Content knowledge for mathematıcs teachıng: The case of reasonıng and provıng. In J. Novotn´a, H. Moraov´ a, M. Kr´ atka, & N. Stehlíkov´ a (Eds.), Proceedings of the 30th PME International Conference (Vol. 5, pp. 201–208). https://www.emis.de/proceedings/PME30/5/201.pdf
Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288. https://doi.org/10.1080/10986060903253954
Syarifuddin, S., Nusantara, T., Qohar, A., & Muksar, M. (2020). Students’ thinking processes connecting quantities in solving covariation mathematical problems in high school students of Indonesia. Participatory Educational Research, 7(3), 59–78. https://doi.org/10.17275/per.20.35.7.3
Vanegas, Y., Giménez, J., Prat, M., & Edo, M. (2021). Professional tasks in early childhood education teacher education: Promoting reasoning at 0-3. Acta Scientiae, 23(7), 60–90. https://doi.org/10.17648/acta.scientiae.6307
Widjaja, W., Vale, C., Herbert, S., Loong, E. Y.-K., & Bragg, L. A. (2021). Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying. Mathematics Education Research Journal, 33(2), 321–343. https://doi.org/10.1007/s13394-019-00306-w
Wong, L. F., & Low, L. (2020). Strategies to Foster Mathematical Reasoning and Communication. In Mathematics Teaching in Singapore (pp. 107–122). World Scientific. https://doi.org/10.1142/9789811220159_0007
Yackel, E., & Hanna, G. (2003). A Research Companion to Principles and Standards for School Mathematics (J. Kilpatrick, W. G. Martin, & D. Schifter (eds.); pp. 227–236). National Council of Teachers of Mathematics: Reston, VA, USA.
Yopp, D. A. (2015). Prospective elementary teachers’ claiming in responses to false generalizations. The Journal of Mathematical Behavior, 39, 79–99. https://doi.org/10.1016/j.jmathb.2015.06.003
Zaslavsky, O., Nickerson, S. D., Stylianides, A. J., Kidron, I., & Winicki-Landman, G. (2012). Proof and Proving in Mathematics Education (G. Hanna & M. de Villiers (eds.); Vol. 15). Springer Netherlands. https://doi.org/10.1007/978-94-007-2129-6

References

Bergqvist, T., Lithner, J., & Sumpter, L. (2008). Upper secondary students’ task reasoning. International Journal of Mathematical Education in Science and Technology, 39(1), 1–12. https://doi.org/10.1080/00207390701464675

Bragg, L. A., Herbert, S., Loong, E. Y.-K., Vale, C., & Widjaja, W. (2016). Primary teachers notice the impact of language on children’s mathematical reasoning. Mathematics Education Research Journal, 28(4), 523–544. https://doi.org/10.1007/s13394-016-0178-y

Brodie, K., Coetzee, K., Lauf, L., Modau, S., Molefe, N., & O’Brien, R. (2010). Teaching mathematical reasoning in secondary school classrooms. In Teaching Mathematical Reasoning in Secondary School Classrooms. Springer US. https://doi.org/10.1007/978-0-387-09742-8

Creswell, J. (2014). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage.

Creswell, J. W., & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Sage.

Ding, L. (2018). Progression trend of scientific reasoning from elementary school to university: A large-scale cross-grade survey among Chinese students. International Journal of Science and Mathematics Education, 16(8), 1479–1498. https://doi.org/10.1007/s10763-017-9844-0

Ding, L., Wei, X., & Liu, X. (2016). Variations in university students’ scientific reasoning skills across majors, years, and types of institutions. Research in Science Education, 46(5), 613–632. https://doi.org/10.1007/s11165-015-9473-y

El Mouhayar, R. (2018). Trends of progression of student level of reasoning and generalization in numerical and figural reasoning approaches in pattern generalization. Educational Studies in Mathematics, 99(1), 89–107. https://doi.org/10.1007/s10649-018-9821-8

Girardin, V., Lequesne, J., & Thévenon, O. (2019). How variation of scores of the programme for international student assessment can be explained through analysis of information. In Data Analysis and Applications 2 (pp. 149–164). Wiley. https://doi.org/10.1002/9781119579465.ch11

Gürbüz, R., & Erdem, E. (2016). Relationship between mental computation and mathematical reasoning. Cogent Education, 3(1), 1212683. https://doi.org/10.1080/2331186X.2016.1212683

Herbert, S., & Bragg, L. A. (2021). Factors in a professional learning program to support a teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal, 33(3), 409–433. https://doi.org/10.1007/s13394-020-00310-5

Herbert, S., Vale, C., Bragg, L. A., Loong, E., & Widjaja, W. (2015). A framework for primary teachers’ perceptions of mathematical reasoning. International Journal of Educational Research, 74, 26–37. https://doi.org/10.1016/j.ijer.2015.09.005

Hidayah, I. N., Irawati, S., Agung, M., Sa’dijah, C., Subanji, & Sudirman. (2023). Creative conjecture: Abductive reasoning to generate some ideas in algebra. Mathematics Teaching Research Journal, 15(1), 108-126. https://files.eric.ed.gov/fulltext/EJ1391463.pdf

Hidayah, I. N., Sa’dijah, C., Subanji, S., & Sudirman, S. (2020). Characteristics of students’ abductive reasoning in solving algebra problems. Journal on Mathematics Education, 11(3), 347–362. https://doi.org/10.22342/jme.11.3.11869.347-362

Hiebert, J., K. Morris, A., & Glass, B. (2003). Learning to learn to teach: An ``experiment’’ model for teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education, 6(3), 201–222. https://doi.org/10.1023/A:1025162108648

Hjelte, A., Schindler, M., & Nilsson, P. (2020). Kinds of mathematical reasoning addressed in empirical research in mathematics education: A systematic review. Education Sciences, 10(10), 1–15. https://doi.org/10.3390/educsci10100289

Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. M. (2017). “Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https://doi.org/10.1080/13803611.2018.1500293

Ikram, M., Purwanto, P., Parta, I. N., & Susanto, H. (2020). Mathematical reasoning required when students seek the original graph from a derivative graph. Acta Scientiae, 22(6), 45-64. https://doi.org/10.17648/acta.scientiae.5933

Jeannotte, D., & Kieran, C. (2017). A conceptual model of mathematical reasoning for school mathematics. Educational Studies in Mathematics, 96(1), 1–16. https://doi.org/10.1007/s10649-017-9761-8

Knuth, E., Zaslavsky, O., & Ellis, A. (2019). The role and use of examples in learning to prove. The Journal of Mathematical Behavior, 53, 256–262. https://doi.org/10.1016/j.jmathb.2017.06.002

Kristayulita, K., Nusantara, T., As’ari, A. R., & Sa’dijah, C. (2020). Schema of analogical reasoning-thinking process in example analogies problem. Eurasian Journal of Educational Research, 2020(88), 87–104. https://doi.org/10.14689/ejer.2020.88.4

Küchemann, D., & Hoyles, C. (2006). Influences on students’ mathematical reasoning and patterns in its development: Insights from a longitudinal study with particular reference to geometry. International Journal of Science and Mathematics Education, 4(4), 581–608. https://doi.org/10.1007/s10763-006-9039-6

Lannin, J., Ellis, A., & Elliott, R. (2011). Developing Essential Understanding of Mathematical Reasoning for Teaching Mathematics in Prekindergarten-Grade 8 (R. M. Zbiek (ed.); First). National Council of Teachers of Mathematics.

Lannin, J. K., Barker, D. D., & Townsend, B. E. (2006). Recursive and explicit rules: How can we build student algebraic understanding? The Journal of Mathematical Behavior, 25(4), 299–317. https://doi.org/10.1016/j.jmathb.2006.11.004

Lathifaturrahmah, L., Nusantara, T., Subanji, S., & Muksar, M. (2023). Predictive reasoning of senior high school students in handling COVID-19 data. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2253. https://doi.org/10.29333/ejmste/13110

Lesseig, K. (2016). Fostering teacher learning of conjecturing, generalising and justifying through mathematics studio. Mathematics Teacher Education and Development, 18(1), 100-118. https://files.eric.ed.gov/fulltext/EJ1103504.pdf

Lithner, J. (2000). Mathematical reasoning in task solving. Educational Studies in Mathematics, 41(2), 165-190. https://www.jstor.org/stable/3483188

Lo, J., & McCrory, R. (2012). Proof and proving in mathematics for prospective elementary teachers. In G. Hanna & M. de Villiers (Eds.), ICMI study 19: Proof and proving in mathematics education (The 19th ICMI Study, Vol. 15, pp. 41–46). Springer Netherlands. https://doi.org/10.1007/978-94-007-2129-6

Marsitin, R., Sa’dijah, C., Susiswo, S., & Chandra, T. D. (2022). Creative mathematical reasoning process of climber students in solving higher order thinking skills geometry problems. TEM Journal, 11(4), 1877–1886. https://doi.org/10.18421/TEM114-56

Melhuish, K., Thanheiser, E., & Guyot, L. (2020). Elementary school teachers’ noticing of essential mathematical reasoning forms: Justification and generalization. Journal of Mathematics Teacher Education, 23(1), 35–67. https://doi.org/10.1007/s10857-018-9408-4

Mendes, F., Delgado, C., & Brocardo, J. (2022). Challenges faced by preservice teachers in planning and exploring tasks that promote mathematical reasoning. Acta Scientiae, 24(4), 147–182. https://doi.org/10.17648/acta.scientiae.7123

Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2023). Teacher efforts towards the development of students’ mathematical reasoning skills. Heliyon, 9(4), e14789. https://doi.org/10.1016/j.heliyon.2023.e14789

Nhiry, M., Abouhanifa, S., & El Khouzai, E. M. (2023). The characterization of mathematical reasoning through an analysis of high school curricula and textbooks in Morocco. Cogent Education, 10(1), 2188797. https://doi.org/10.1080/2331186X.2023.2188797

Niss, M. (2003). Mathematical competencies and the learning of mathematics. Third Mediterranean Conference on Mathematics Education, Athens, 115–124. https://api.semanticscholar.org/CorpusID:56501867

Niss, M. (2015). Mathematical Competencies and PISA. In Assessing Mathematical Literacy (pp. 35–55). Springer International Publishing. https://doi.org/10.1007/978-3-319-10121-7_2

Oliver, M. (2021). What styles of reasoning are important in primary English? The Curriculum Journal, 32(4), 704–721. https://doi.org/10.1002/curj.120

Palengka, I., Juniati, D., & Abadi. (2022). Mathematical reasoning of prospective mathematics teachers in solving problems based on working memory capacity differences. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), 1–12. https://doi.org/10.29333/ejmste/12670

Parameswari, P., Purwanto, Sudirman, & Susiswo. (2023). Correct-incorrect proportional reasoning strategies on the proportional problems and SOLO taxonomy. Acta Scientiae, 25(5), 86–117. https://doi.org/10.17648/acta.scientiae.7465

Pedemonte, B., & Buchbinder, O. (2011). Examining the role of examples in proving processes through a cognitive lens: The case of triangular numbers. ZDM, 43(2), 257–267. https://doi.org/10.1007/s11858-011-0311-z

Pettersen, A., & Braeken, J. (2019). Mathematical competency demands of assessment items: A search for empirical evidence. International Journal of Science and Mathematics Education, 17(2), 405–425. https://doi.org/10.1007/s10763-017-9870-y

Rodrigues, M., Brunheira, L., & Serrazina, L. (2021). A framework for prospective primary teachers’ knowledge of mathematical reasoning processes. International Journal of Educational Research, 107, 101750. https://doi.org/10.1016/j.ijer.2021.101750

Ryken, A. E. (2009). Multiple representations as sites for teacher reflection about mathematics learning. Journal of Mathematics Teacher Education, 12(5), 347–364. https://doi.org/10.1007/s10857-009-9107-2

Shure, V., & Liljedahl, P. (2024). The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning. Journal of Mathematics Teacher Education, 27(3), 411–440. https://doi.org/10.1007/s10857-023-09570-x

Simsek, Z. Z. (2025). Investigating prospective teachers’ skills of predicting and identifying significant student reasoning instances and deciding how to respond to those instances. Investigations in Mathematics Learning, 17(1), 83–101. https://doi.org/10.1080/19477503.2024.2391716

Singley, A. T. M., & Bunge, S. A. (2014). Neurodevelopment of relational reasoning: Implications for mathematical pedagogy. Trends in Neuroscience and Education, 3(2), 33–37. https://doi.org/10.1016/j.tine.2014.03.001

Stylianides, A. J. (2007). Proof and proving in school mathematics. Journal for Research in Mathematics Education, 38(3), 289–321. https://www.jstor.org/stable/30034869

Stylianides, A. J., & Stylianides, G. J. (2006). Content knowledge for mathematıcs teachıng: The case of reasonıng and provıng. In J. Novotn´a, H. Moraov´ a, M. Kr´ atka, & N. Stehlíkov´ a (Eds.), Proceedings of the 30th PME International Conference (Vol. 5, pp. 201–208). https://www.emis.de/proceedings/PME30/5/201.pdf

Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288. https://doi.org/10.1080/10986060903253954

Syarifuddin, S., Nusantara, T., Qohar, A., & Muksar, M. (2020). Students’ thinking processes connecting quantities in solving covariation mathematical problems in high school students of Indonesia. Participatory Educational Research, 7(3), 59–78. https://doi.org/10.17275/per.20.35.7.3

Vanegas, Y., Giménez, J., Prat, M., & Edo, M. (2021). Professional tasks in early childhood education teacher education: Promoting reasoning at 0-3. Acta Scientiae, 23(7), 60–90. https://doi.org/10.17648/acta.scientiae.6307

Widjaja, W., Vale, C., Herbert, S., Loong, E. Y.-K., & Bragg, L. A. (2021). Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying. Mathematics Education Research Journal, 33(2), 321–343. https://doi.org/10.1007/s13394-019-00306-w

Wong, L. F., & Low, L. (2020). Strategies to Foster Mathematical Reasoning and Communication. In Mathematics Teaching in Singapore (pp. 107–122). World Scientific. https://doi.org/10.1142/9789811220159_0007

Yackel, E., & Hanna, G. (2003). A Research Companion to Principles and Standards for School Mathematics (J. Kilpatrick, W. G. Martin, & D. Schifter (eds.); pp. 227–236). National Council of Teachers of Mathematics: Reston, VA, USA.

Yopp, D. A. (2015). Prospective elementary teachers’ claiming in responses to false generalizations. The Journal of Mathematical Behavior, 39, 79–99. https://doi.org/10.1016/j.jmathb.2015.06.003

Zaslavsky, O., Nickerson, S. D., Stylianides, A. J., Kidron, I., & Winicki-Landman, G. (2012). Proof and Proving in Mathematics Education (G. Hanna & M. de Villiers (eds.); Vol. 15). Springer Netherlands. https://doi.org/10.1007/978-94-007-2129-6

Exploring the Mathematical Reasoning Skills Across Different Levels of Prospective Mathematics Teachers: A Mixed-Methods Investigation

Abstract

Keywords

References

References

Most read articles by the same author(s)

Similar Articles

Similar Articles

PENALARAN MATEMATIS SISWA DALAM PEMBELAJARAN POLA BILANGAN MENGGUNAKAN PMRI DAN LSLC

KEMAMPUAN SISWA MEMECAHKAN MASALAH DENGAN METODE MIND MAPPING DI KELAS BILINGUAL SMP NEGERI 1 PALEMBANG

From Time-Series Analysis to PCA Clustering: Exploring the Impact of Graphing Quadratic Worksheets on Mathematical Visual Thinking Skills

Development of Philosophy Based-Students Worksheet on the Matrix

PENGEMBANGAN BLOG SUPPORT PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS

Collective Argumentation through Scaffolding: Homogeneous and Heterogeneous Groups in Solving Mathematics Tasks

Engaging Primary School Students in Developing Fraction Sense through Animaker in a Realistic Context

The South Sumatera Songket Motifs for Supporting Students' Proving Process in Learning Reflection

Designing a Hypothetical Learning Trajectory using the Local Wisdom of South Sumatera as a Context through Hybrid Learning

The Context of Archipelago Traditional Cake to Explore Students’ Understanding in Integers Division Class VII

Exploring the Mathematical Reasoning Skills Across Different Levels of Prospective Mathematics Teachers: A Mixed-Methods Investigation

Article Sidebar

Main Article Content

Abstract

Keywords

Article Details

References

References

Most read articles by the same author(s)

Similar Articles