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The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task

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Abstract

This article discusses the design of tasks for teacher education. It focuses on tasks that are used in a university course for pre-service secondary school mathematics teachers. Special attention is given to tasks that use analogical thinking in their construction or implementation. These tasks are categorized by type of teacher education goal and analyzed with respect to the use of analogical thinking. Short examples are presented for three of the goal categories, while an elaborated example is given for the fourth one. The detailed example describes the goals and design of a task sequence following an emergent pedagogical need. Using the ad hoc constructed task-sequence the teacher educator avoids “telling” while demonstrating an alternative instructional approach, and seizing the opportunity to bring up additional pedagogical issues.

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Authors and Affiliations

  1. Faculty of Education, University of Haifa, Mount Carmel, Haifa, 31905, Israel

    Irit Peled

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  1. Irit Peled
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Correspondence to Irit Peled.

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Peled, I. The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task. J Math Teacher Educ 10, 369–379 (2007). https://doi.org/10.1007/s10857-007-9048-6

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  • DOI: https://doi.org/10.1007/s10857-007-9048-6

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