Abstract
In this study we created, implemented, and evaluated the impact of proportional reasoning authentic investigative tasks on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher education programs conducted in Israeli teacher colleges. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience of and are exposed to authentic investigative proportional reasoning tasks with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers’ mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.
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