Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Abstract

Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural- and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.