Search results for: Crespo Sandra

This study examined the reasoning and responses of prospective elementary and secondary teachers to a student’s non-traditional strategy for dividing fractions. The authors used a teaching-scenario task to explore the teachers' reasoning and responses. Six categories of reasoning were constructed, making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching response, and their beliefs about mathematics teaching were investigated. The authors found that there were not only differences but also similarities between the prospective elementary and secondary teachers’ reasoning and responses.