This study introduces a framework for analyzing opportunities for mathematical reasoning (MR) in school mathematics, using MR-relevant claims and their derivation as the unit of analysis. We contend that this approach can effectively capture a broad range of opportunities for MR across various teaching situations. The framework, rooted in…

This paper reports research that focuses on student teachers' reflections on their learning process in a collaborative problem-solving context. One group of students with limited mathematical backgrounds worked on two problems in geometry without teacher intervention. We focus on two episodes from the group dialogues. In the first episode (section…