American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(3), 267-272
DOI: 10.12691/education-5-3-6
Open AccessArticle

The Effect in the Action of the Professor and the Problems in the Development of Abstract Reasoning in Future Teachers

David Mendez1, , Juan Carlos Sanchez1 and Miriam Mendez2

1Education, CES Don Bosco, Madrid, Spain

2Mathematics education, Universidad Complutense, Madrid, Spain

Pub. Date: March 14, 2017

Cite this paper:
David Mendez, Juan Carlos Sanchez and Miriam Mendez. The Effect in the Action of the Professor and the Problems in the Development of Abstract Reasoning in Future Teachers. American Journal of Educational Research. 2017; 5(3):267-272. doi: 10.12691/education-5-3-6


Abstract reasoning is an important ability to understand science and mathematics concepts. The aim has been to increase this ability by means of mathematic problems and cooperative learning. This experiment has been carried out with six groups: the students have to do some mathematics problems. In the control groups, there was no aid from the professor, and in the experimental groups the professor solved any existing doubt. A pretest and posttest was done in order to consider if the professor's teaching had caused any difference. The results showed that the problems produced a gain and the intervention of the professor increased the gain in the experimental groups.

future teacher logical reasoning mathematics problems gain TOLT

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