Article Review

In the article, Support preservice teachers' reasoning and justification, they give examples of classroom settings, and students working through problems. Throughout these examples students are instructed that they will be using prior knowledge and build off of that in order to complete the problems. The teachers are reinforcing within their classroom content that has been presented and expounding on it in order for students to make connections. In the teaching principle, one of the goals of an effective teacher is to help the students be able to correlate previous knowledge to current content that they are learning so that they can see the overall picture of math integrated.
The students are also collaborating in their work to draw from each learner's knowledge and to contribute. This idea was presented in the teaching principle because students should not just be doing busy work, but working together to do meaningful and worthwhile activities. When students work together they learn more and communicate more effectively a solution to a problem.(p218)
In the classroom segment C, the teacher acted as a facilitator. She waited for repsonses, asked questions that triggered more thoughtful explanations, etc. This is an idea presented in the principle because an effective teacher asks thought provoking questions that will spur students on to think more critically.
According to the article, students are to take action to direct their learning in that they ask questions, explain mathematical thinking, understand sources of mathematical ideas, and are responsibile for their own learning.
The article says that teachers should have a deep understanding of the functions of math and the relationship between numbers, operations, functions and how they relate to another. The principle states the same, that the teacher should have a fluent understanding of math as a whole and how it is intertwined.
The article is aligned well with the teaching principle. It was interesting to read this article and see exactly how the teaching principle was applied in these classroom situations with the given problems.

Rathouz, M. M. (2009). Support preservice teachers’ reasoning and justification. Teaching
children mathematics 16(4), 214-221.