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Teachers play a major role in students’ knowledge and skill development through teacher education programs. This multiple case study investigates how preservice mathematics teachers’ (PMTs) conceptions of MI develop when supported by written argumentations that encourage MI.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/conception-and-development-of-inductive-reasoning-and-mathematical-induction-in-the-context-of-written-argumentations/588150/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/conception-and-development-of-inductive-reasoning-and-mathematical-induction-in-the-context-of-written-argumentations/588150.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does mathematical induction play in mathematical reasoning and proof?","Question",{"text":112,"@type":113},"Mathematical induction serves as a proof and reasoning strategy used to validate statements for every natural number by combining a base step with an inductive step.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study focus on preservice mathematics teachers and written argumentations?",{"text":117,"@type":113},"The study examines how PMTs’ conceptions of MI develop through their written argumentations that are designed to encourage MI and support proof construction activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical properties are used to characterize inductive reasoning in mathematics education?",{"text":121,"@type":113},"Inductive reasoning is characterized as moving from specific cases to general rules, using known information to infer previously unknown results, and producing conclusions that are probable rather than certain.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588150,1792192280,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CONCEPTION AND DEVELOPMENT OF INDUCTIVE REASONING AND MATHEMATICAL INDUCTION IN THE CONTEXT OF WRITTEN ARGUMENTATIONS  \nTugba UYGUN-ERYURT  \nAbstract: Nowadays, mathematical reasoning and making proof have taken importance for all students from the grade level of elementary education to university. More specifically, mathematical induction (MI) is a kind of proof and reasoning strategy taking place nearly all grade levels. Moreover, teachers are important factors affecting student learning and they can acquire necessary knowledge and skills developmentally in their teacher education programs. This paper makes contributions to domain of research by investigating the development of PMT’s conception of MI in the context of written argumentations encouraging MI. In other words, the purpose of this multiple case study is to explore how PMT’s conception of mathematical induction develop through their written argumentations. These cases show that there exist improvements in PMT’s written argumentations, conception of MI and proof construction activities related to MI. In other words, the more organized and structured they produced written argumentation, the more successfully they use and make mathematical induction.  \nKey words: argumentation, conception, mathematical induction, proof construction.  \n1. Introduction  \nAlthough there exist many research examining the relationship between the teaching and learning of proof and justification of people in mathematics education in different contexts such as by argumentation (Krummheuer, 2000; Yackel, Cobb, & Wood, 1991; Zack & Graves, 2001), by conception of proof (Harel & Sowder, 1998) and by the construction of proofs (e.g., Weber, 2001; Martin & McCrone, 2003; Weber & Alcock, 2004), there are limited research examining mathematical induction (MI) as a strategy of reasoning and proof especially for basic mathematics concepts (Stylianides, Stylianides, & Philippou, 2007) . Hence, differently in the current research, the development of conception of MI and construction of proof about MI especially in the context of written argumentation was focused on. Moreover, although the skills related to teaching and learning proof, writing argumentation and forming the conception of proof can be developed efficiently with the help of the lessons designed and implemented effectively by providing necessary knowledge, it is needed to investigate developmentally. With this motivation, this paper explains the written argumentation schemes, conceptions of MI of preservice mathematics teachers (PMTs) through engaging in proof construction activities related to MI proof strategy and presents evidence of a developmental process of these skills with treatments in teacher education programs. In other words, the development of skills of argumentation and conception of MI in the PMT’s proof construction activities related to MI through the treatment providing opportunities to develop the skills related to MI strategy and writing argumentation.  \n2. Theoretical Framework  \n2.1. Inductive Reasoning and Mathematical Induction in Mathematics Education  \nAs a specific form of the mathematical reasoning and proving as one of the mathematical process skills, inductive reasoning can be characterized by three properties; “inductive reasoning proceeds  \nfrom specific cases to conclude general rules, inductive reasoning uses what is known to conclude something previously unknown, inductive reasoning is only probable not certain”(Reid & Knipping, 2010, p. 88) . Moreover, NCTM (1989) emphasize inductive reasoning by stating “a mathematician ora student who is doing mathematics often makes a conjecture by generalizing from a pattern of observations made in particular cases” (p. 143) . MI as a specific proof method based on inductive reasoning is used to prove the truth of a statement for every natural number by proceeding through two steps: base step and inductive step. The statement is validated for n = n0 for an initial val","cbCaign3Gg2vH24W","https://ap.wps.com/l/cbCaign3Gg2vH24W","pdf",414424,15,"English","# Introduction\n# Theoretical Framework\n## Inductive Reasoning and Mathematical Induction in Mathematics Education","[{\"question\":\"What role does mathematical induction play in mathematical reasoning and proof?\",\"answer\":\"Mathematical induction serves as a proof and reasoning strategy used to validate statements for every natural number by combining a base step with an inductive step.\"},{\"question\":\"Why does the study focus on preservice mathematics teachers and written argumentations?\",\"answer\":\"The study examines how PMTs’ conceptions of MI develop through their written argumentations that are designed to encourage MI and support proof construction activities.\"},{\"question\":\"What theoretical properties are used to characterize inductive reasoning in mathematics education?\",\"answer\":\"Inductive reasoning is characterized as moving from specific cases to general rules, using known information to infer previously unknown results, and producing conclusions that are probable rather than certain.\"}]","CONCEPTION AND DEVELOPMENT OF INDUCTIVE REASONING AND MATHEMATICAL INDUCTION IN THE CONTEXT OF WRITTEN ARGUMENTATIONS | PDF",1792064630,38]