'Probeer het maar!' Leraren-in-opleiding onderwijzen algebraïsch redeneren

Abstract

In this article, we describe how five pre-service teachers translate an exemplary lesson on algebraic reasoning from their teacher education to their own teaching practice. We examine their learning objectives, the course of their lessons, and their own reflections on the lessons. Additionally, we reflect on the potential of the learning environment in the various educational contexts of the pre-service teachers and analyze to what extent they utilize this potential. Our analysis yielded mixed results. Pre-service teachers show being capable of designing lessons using the informal learning environment of the hanging mobile. Also their students are able to engage effectively with it. However, facilitating mathematization is often omitted by the pre-service teachers. This highlights the importance for teacher education to continue emphasizing the value of concrete informal activities as a basis for more formal mathematical reasoning.