Preservice Elementary Teachers’ Understanding of Logical Inference

Shandy Hauk, April Brown Judd, Jenq Jong Tsay, Harel Barzilai, Homer Austin

Research output: Contribution to journalArticle

Abstract

This article reports on the logical reasoning efforts of five prospective elementary school teachers as they responded to interview prompts involving nonsense, natural, and mathematical representations of conditional statements. The interview participants evinced various levels of reliance on personal relevance, linguistic contextualization, and time-dependent interpretation in working through reasoning tasks. Different kinds of affective and cognitive demands, dependent on personal history, may be needed for the depersonalization, decontextualization, and detemporalization required by abstract logico-deductive reasoning. Implications for college instruction with future elementary school teachers include suggestions for logical argument analysis activities aimed at enriching learners’ reasoning situation images.

Original languageEnglish (US)
Pages (from-to)1-34
Number of pages34
JournalInvestigations in Mathematics Learning
Volume1
Issue number2
DOIs
StatePublished - Jan 1 2008
Externally publishedYes

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elementary school teacher
Reasoning
depersonalization
teacher
interview
instruction
linguistics
interpretation
Dependent
time

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

Preservice Elementary Teachers’ Understanding of Logical Inference. / Hauk, Shandy; Judd, April Brown; Tsay, Jenq Jong; Barzilai, Harel; Austin, Homer.

In: Investigations in Mathematics Learning, Vol. 1, No. 2, 01.01.2008, p. 1-34.

Research output: Contribution to journalArticle

Hauk, Shandy ; Judd, April Brown ; Tsay, Jenq Jong ; Barzilai, Harel ; Austin, Homer. / Preservice Elementary Teachers’ Understanding of Logical Inference. In: Investigations in Mathematics Learning. 2008 ; Vol. 1, No. 2. pp. 1-34.
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