What does this research mean for the field?

Pre-service middle school mathematics teachers primarily view reasoning as a problem-solving process and rely heavily on deductive reasoning, but they struggle to explicitly demonstrate their own reasoning processes. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how pre-service middle school mathematics teachers conceptualize and operationalize reasoning across daily-life and mathematical scenarios.

September 2, 2026İnönü Üniversitesi Eğitim Fakültesi DergisiOpen Access

An Examination of Pre-Service Middle School Mathematics Teachers’ Views on Reasoning

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Authors

BBBaşak Barak BBBetül BarutAnadolu University

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Implication

Qualitative descriptive study reveals limited explicit reasoning frameworks in pre-service mathematics teachers, highlighting the need to enhance reasoning pedagogy in teacher education.

Key Points

To examine how pre-service middle school mathematics teachers conceptualize and operationalize reasoning across daily-life and mathematical scenarios.
Conducted a qualitative descriptive study among 61 senior-year pre-service middle school mathematics teachers.
Administered the researcher-developed Views on Reasoning Form and evaluated written responses via qualitative content analysis.
Participants most frequently defined reasoning as a process and as problem solving, commonly associating it with logic and general thinking.
Deductive reasoning appeared most often across daily-life and mathematical contexts, whereas arithmetic reasoning was least common in daily life and algebraic and probabilistic reasoning were least common in mathematics.
Participants generally failed to explicitly articulate their step-by-step reasoning processes when providing real-world and mathematical examples.

Cite This Study

Barak et al. (2026) studied this question.

synapsesocial.com/papers/6a97e2c5c562ede874ec7051 https://doi.org/10.17679/inuefd.1835786

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Implication

Qualitative descriptive study reveals limited explicit reasoning frameworks in pre-service mathematics teachers, highlighting the need to enhance reasoning pedagogy in teacher education.

An Examination of Pre-Service Middle School Mathematics Teachers’ Views on Reasoning

Discussion

Member takes

Implication

Key Points

Cite This Study

An Examination of Pre-Service Middle School Mathematics Teachers’ Views on Reasoning

Discussion

Member takes

Implication

Key Points

Cite This Study

Also Consider

Also Consider