Prospective Mathematics Teachers’ Task Modifications Utilizing Their Knowledge of Pattern Generalization

Abstract

The purpose of the study is to evaluate how prospective mathematics teachers (PMTs) modify tasks to facilitate students' learning of pattern generalization through the use of their knowledge. The qualitative research method was used to determine the mathematical characteristics that PMTs use when modifying a mathematical task. In addition, the knowledge that PMTs draw from to modify the task has been outlined. Accordingly, data were collected from PMTs’ task modifications and reflection reports. When PMTs worked on two or more forms of modification, as compared to just one, they modified tasks more properly and comprehensively in a relevant manner. The PMTs who make condition modifications need to utilize specialized content knowledge and knowledge of content and student to help students understand through the use of models or tables. They also used their knowledge of content and teaching in organizing the questions in a way that encouraged inductive reasoning and problems based on real-world or familiar contexts in context modifications. Task modification activities can be a good way for future teachers to notice the role of tasks in mathematics teaching and demonstrate their use of knowledge.