Abstract
ABSTRACT The importance of mathematical connections in teaching mathematics is broadly acknowledged in the literature. Nevertheless, more research is needed to clarify how different types of mathematical connections manifest in classroom interactions and how they can support student learning. This article uses the commognitive framework to analyse 15 pre-service secondary teachers’ (PSTs’) discussions on mathematical connections that hypothetically could be made in a pattern generalisation task. The study seeks to explore the types of connections produced by the PSTs and to examine the potential opportunities for object-level and meta-level learning in algebra discourse. The findings are discussed in light of ongoing efforts to refine teachers’ pedagogical knowledge and practice regarding mathematical connections and to develop better pedagogical tools to communicate about mathematical connections.
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