Quantitative Reasoning in Pre-Service Mathematics and Physics Teachers: A Study Based on the Physics Inventory of Quantitative Literacy

This thesis investigates the use of the Physics Inventory of Quantitative Literacy (PIQL) in the initial preparation of future mathematics and physics teachers. The study examines how pre-service teachers enrolled in the 60-CFU qualification pathway respond to tasks involving proportional reasoning, reasoning about signed quantities, and covariational reasoning, and how they interpret these tasks from both cognitive and professional perspectives. Alongside item responses, the research analyses confidence ratings, written explanations, and open-ended reflections on the didactic potential of selected questions. The aim is to explore the interplay between quantitative reasoning, metacognitive awareness, and professional reflection, and to discuss the PIQL as both a diagnostic and a formative tool in teacher education.