MATHEMATICAL GENERALIZATION AND JUSTIFICATION MOBILIZED BY PRE-SERVICE TEACHERS IN ANGOLA

Abstract

This study analyzes how pre-service mathematics teachers in Angola mobilize processes of mathematical generalization and justification while solving a task involving fractions. The research, qualitative in nature, involved 16 pre-service teachers organized into four groups, participating in a training session conducted at an Angolan higher education institution that prepares teachers. Data collection focused on the written records produced by the groups during the resolution of the mathematical task. Data analysis was carried out based on categories defined a priori, grounded in studies on mathematical generalization and justification. The results show that Groups A, B, and C predominantly mobilized algebraic generalizations and partially formal justifications, whereas Group D revealed an absence of these processes. The participants demonstrated the ability to identify regularities and formulate general relationships, although they still showed limitations in constructing formally grounded mathematical justifications. The study highlights the need to strengthen educational practices that promote the development of mathematical reasoning, particularly the processes of generalization and mathematical justification, in pre-service mathematics teacher education in Angola.