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These skills are essential for a primary school teacher, because they need to explain solving methods and solutions to their pupils. In this research we studied pre-service primary school teachers’ logical reasoning skills. The results show that only one third of the students gave an argumentation for their answer: a very small percentage gave a complete, correct argumentation for the solution of the problem; one fifth of the students had an incomplete argumentation, missing important steps of the logical reasoning; and one tenth of the students made mistakes in their reasoning. These results highlight the importance of developing future primary school teachers’ logical reasoning skills.  \nKeywords: mathematical problem solving, logical reasoning competency, pre-service primary school teacher  \nIntroduction  \nThe problem solving competency, which is “an individual’s capacity to use cognitive processes to confront and resolve real, cross ‐disciplinary situations where the solution path is not immediately obvious and where the literacy domains or curricula areas that might be applicable are not within a single domain of mathematics, science or reading.”(OECD, 2003, p. 156), is very important for every individual in their everyday life and workplace. When solving problems, in many cases, we have to explain our solution, thus good reasoning competency is also important. This is even more important for a teacher, thus developing pre-service teachers’ logical reasoning competency is essential.  \nThis paper presents a research on pre-service primary school teachers’ logical reasoning skills.  \n1. Theoretical background  \nMathematical reasoning competency is essential for a successful mathematical learning (Nunes et al., 2007) . Also, reasoning could be important in many workspaces, having a high importance in collaborative work (Fiore [et. al](et. al), 2010).  \nMathematical reasoning competency includes the following skills: understanding others’explanationson their problem solving method; formulating mathematical arguments to justify a mathematical claim or to explain a solution; knowing what a mathematical proof is (Niss, 2011) .  \nReasoning could be deductive (drawing conclusions using rules from logic), inductive (making generalizations based on some particular cases), and transformational (mentally visualizing actions and results of actions (Simon, 1996)) . This third type of reasoning produce creative thinking (Haylock, 1987), as require flexibility (Gray & Tall, 1994) .  \nPupils’ reasoning competence can be influenced by teacher’s competence (Brown & Campione, 1994) . Pupils’ reasoning could be developed by the teacher selecting cognitively challenging mathematical problems (Henningsen & Stein, 1997), designing such questions which may help the children to think and justify their answers (Albert, 2000; Baig & Halai, 2006); and creating a collaborative work environment in which pupils could express their thinking (Albert, 2000) . Communication has an  \nimportant role in developing reasoning skills (Campbell, Adams, & Davis, 2007), and teachers should help pupils to express themselves more precisely building on the answers given by the children (Evens & Houssart, 2004) .  \nEvaluating pupils’ reasoning teachers could improve their instruction (Moska & Magone, 2000) . If teachers understand how their pupils use to make argumentation, they can build on their methods to develop their reasoning skills (Flores, 2006) .  \n2. Research  \nResearch design  \nThe research was made in November 2013 among Primary and Preschool Pedagogy specialization students at Babes-Bolyai University, Cluj-Napoca.  \nThe research sample were 74 pre-service primary school teachers, from which 72 (97,30 %) women and 2 (2,70%) men. 46 ","cbCaiqH9ZEGw37po","https://ap.wps.com/l/cbCaiqH9ZEGw37po","pdf",243944,"English","# Introduction\n# 1. Theoretical background\n# 2. Research\n## Research design\n## Results and discussion","[{\"question\":\"What was the research focused on?\",\"answer\":\"The study investigated pre-service primary school teachers’ logical reasoning skills and their ability to provide correct and complete argumentation.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The research was conducted in November 2013 at Babes-Bolyai University with 74 pre-service primary school teachers (72 women and 2 men).\"},{\"question\":\"What did the results show about students’ argumentation?\",\"answer\":\"Only about one third offered argumentation; a very small percentage gave complete, correct argumentation, while others had incomplete reasoning steps or made mistakes.\"}]","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ LOGICAL REASONING SKILLS - Volume 6 - Issue 4 - 2013 | PDF",1792065334]