Competing meanings, perturbation, and engendering shifts in (prospective) teacher meanings
Bibliographic Data
| ID | 22165964 |
|---|---|
| Authors | Kevin C Moore (0000-0002-4326-7691, University of Georgia), Halil İbrahim Taşova (0000-0002-0771-5776, California State University, San Bernardino), Irma E Stevens (0000-0003-1051-9984, Department of Mathematical Sciences), Biyao Liang (0000-0001-7176-1876, Education University of Hong Kong) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1656163 |
| OpenAlex | W7134052089 |
| Language | EN |
| References cited | 61 |
Through building models of student thinking, researchers have identified quantitative reasoning as a foundation for students’ mathematical development. This has generated a need to support teachers’ capacity to teach for such reasoning. In this paper, we discuss a perspective on supporting prospective and practicing teachers in constructing meanings that foreground quantitative reasoning and research-based models of student thinking. We call this perspective competing meanings and describe it as a three-phase cognitive process. First is a perturbation of an extant meaning resulting from its enactment. Second is the construction of an alternative meaning to reconcile the perturbation. Third are acts of reflection to compare extant and alternative meanings. We introduce the competing meanings perspective and illustrate it with examples. We also discuss theoretical resources that inform this perspective, including Piagetian constructs, quantitative reasoning, and mathematical knowledge for teaching
Cognition · Extant taxon · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Statistics Education and Methodologies
| Highly cited | No |
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