Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Jennifer A. Eli, Margaret J. Mohr-Schroeder, Carl W. Lee

Research output: Contribution to journalArticlepeer-review

33 Scopus citations


Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural- and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.

Original languageEnglish (US)
Pages (from-to)297-319
Number of pages23
JournalMathematics Education Research Journal
Issue number3
StatePublished - Sep 2011


  • Card sorting
  • Geometry
  • Mathematical connections
  • Middle grades
  • Teacher preparation

ASJC Scopus subject areas

  • General Mathematics
  • Education


Dive into the research topics of 'Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks'. Together they form a unique fingerprint.

Cite this