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From Recognition to Resolution: A Four-Phase Cognitive Model of Pre- service Teachers’ Reasoning on Counterintuitive Mathematics Problems

2026-06-19

Abstract excerpt

<title>Abstract</title> <p>Counterintuitive mathematics problems create cognitive conflict that can lead to conceptual change. This study identifies four cognitively distinct phases by which pre-service teachers move from sensing a contradiction to producing a teachable resolution, drawing together phenomenography, conceptual change theory, and mathematics teacher noticing. From fifty Indonesian pre-service teach...

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Literature Corpus work: ea89039e-7502-526e-9269-7cabd2c18ce3
DOI: 10.21203/rs.3.rs-9793104/v1

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