PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Marginalizing, centralizing, and homogenizing: An examination of inductive-extending generalizing among preservice secondary educators
Page: 551
Policy and standards documents from recent decades emphasize the importance of attending to students’ development of ways of engaging in mathematical activities such as generalizing. Therefore, we need to be able to describe proficient generalizing and ways of explaining and predicting the strategies that individuals use to generalize. However, existing research has largely focused on examining generalizing at the K-12 level on a specific type of task. A broader understanding of mathematical generalizing is important for developing potential developmental trajectories. This report presents tentative findings from the preliminary analysis of data collected as part of the author’s dissertation research on generalizing among university students.