Abstract
This is a report on a naturalistic study of the role mathematical paradoxes can play in the preservice education of high school mathematics teachers. The study examined the potential of paradoxes as a vehicle for: (a) sharpening student-teachers' mathematical concepts; (b) raising their pedagogical awareness of the constructive role of fallacious reasoning in the development of mathematical knowledge. Course material development and data collection procedures are described. Results obtained in parts of the study through written responses and class-videotapes are analyzed and discussed. The findings indicate that the model of dealing with paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions and constructive learning.
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This is a second report on this study. The first report (Movshovitz-Hadar, 1988) was a brief one, and focused on the problem, the procedures and findings in a general way. The present report is focused in details on one task. The authors intend to present an across tasks analysis in a third report to be presented at AERA 90.
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Movshovitz-Hadar, N., Hadass, R. Preservice education of math teachers using paradoxes. Educ Stud Math 21, 265–287 (1990). https://doi.org/10.1007/BF00305093
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DOI: https://doi.org/10.1007/BF00305093