[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186378-en":3,"doc-seo-186378-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},186378,1099525198933,"Terk","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Judgements of Mathematical Arguments by Future Elementary Teachers","Research examines how preservice elementary teachers use examples to recognize and disprove invalid deductive arguments in elementary school mathematics. Two classroom logic test forms were created, one multiple-choice and one free-response, and administered to 50 students in a mathematics methods course. Results show systematic differences: participants provided answer options that rejected valid arguments, while those without the list accepted invalid arguments. Findings inform issues in mathematics teacher education.","ED 137306  \nAUTHOR  \nTITLE  \nPUB DATE  \nNOTE  \nEDRS PRICE  \nDESCRIPTORS  \nABSTRACT  \nDOCUNENT RESUAR  \nDamarin,Suzanne K.  \n# Judgements of Mathematical Arguments by FutureElementary Teachers.Apr 77\n\n13p.;Paper presented at Annual Meeting AmericanEducational Research Association(Nei York,New York,April 4-8,1977)  \nMF-$0.83 HC-$1.67 Plus Postage.  \nAbstract Reasoning;*Cognitive Processes;CognitiveTests;Comprehension;*Deductive Methods;*ElementarySchooi Teachers;Logical Thinking;MathematicalConcepts;*Hathematical Logic;*Preservice Education;Teacher Education  \nPreservice elementary_teachers'use of examples inrecognizing_and disproving_invalid deductive arguments related totopics in elementary school mathematics was examined.TMo forms ofthe Classroom Logic Test were developed,one multiple choice and onefree response.Subjects vere asked to judge the correctness ofarguments and,if incorrect,provide feedback.Tests were  \nadministered to 50 students enrolled in a mathematics methods course.The major finding indicated that subjects provided the list of  \noptions erred by rejecting valid arguments,while those not given thelist accepted invalid arguments.Findings are related to issues inmathematics teacher education.(Author)  \n****本**********水****************************零**率掌***********率*********Documents acquired by ERIC include any informal unpublished **materials not availale from other sources.ERIC makes every effort**to obtain the best copy available.Nevertheless,items of marginal  **reproducibility are often encouatered and this affects the quality **of the microfiche and hardcopy reproductions ERIC makes available   **via the ERIC Document Reproduction Service(EDRS).EDRS is not**responsible for the quality of the original 'document.Reproductions **supplied by EDRS arethe best that can be made from the original.   *本*************************本********************************************  \nED137306  \n# Judgements of MathematicelLrguments byFuture Elementary Teachers\n\nSuzanne K.DamarinThe Ohio State University  \nPaper presented at the meeting of the American BducationalResearch Association,New York,Apri18,1977  \n“U.5.DEPARTMENT'OFHEALTH,BpucAT10NLweLFARNATIOHALINSTITUTE OFEDUCATION  \nTM5 DocuMENT HA5 BEEN REPRODUCED E×ACTLY AS RECEIVED FRQMTHE PERSON OR ORGANIZATION ORIGIN-TNGt PDINT50F yIEw 0R oPINIONSTATED pO NOT NECE⁵SARILY REPRESENTOEEiC1AL    7i0NALINSTITuTE0FEDuCATION POs1TION OR POLICy  \nSeveral recent studiea(Bisenberg and MeGinty 1975,Jans-son 1975,Juraschek 1976,Damarin 1977)have addressed the iasueof logical abilities among preservlce elementary teachere,Mostof these studies have been concermed yith the ability to makeappropriate inferences.In general they have showm that the pre-service teachers tested perfozm rather poorly;that ia,they drawinappropriate concluslons from pairs of statements given to themin paper and pevcil test白。  \nWhile these studles are interesting,and even a bit distur-bing,it is difficult to interpret their implications for teachereducation.The studies have been made and reported by mathema--tics educatozs.  Yet the item content used has not been mathema-tical.  Several questions arise concerning the relationship ofthese studies to the education of teachers:  \n-Why do we care that teachers can meke logical inferences?  \nHow is performence on traditional tests of logical infer-ence,tests in which inrerences are made about brown dogsand shiny cars,related to the ability to make logicalinferences in mathematical contexts?  \n-What are the mental processes involved in the drawing ofcorrect inferences from statements involving logical con-nectives?  \nAnalysis of these questions points to new lines of research in  \nthe areas of logical abilities and logical training for pre-servlce elezentary teachers.  \nThe ability of teachers to use and interpret the 1an-guege of class and conditional 1ogic,and to draw appropriateinferences from atatements in these forms,would seem to be ofa priori 1mportance.Moreover,ther","cbCaitXCU6Hd1EFP","https://ap.wps.com/l/cbCaitXCU6Hd1EFP","pdf",613067,1,13,"English","en",105,"# Judgements of Mathematical Arguments 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