Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding
Joint Authors
Gichobi, Mary
Andreotti, Alejandro
Source
Education Research International
Issue
Vol. 2019, Issue 2019 (31 Dec. 2019), pp.1-20, 20 p.
Publisher
Hindawi Publishing Corporation
Publication Date
2019-05-02
Country of Publication
Egypt
No. of Pages
20
Main Subjects
Abstract EN
This study examined the extent to which preservice teachers (PSTs) develop their capacity to attend to children’s strategies and interpret and respond on the basis of children’s mathematical understanding in the context of two well-designed assignments: Inquiry into Student Thinking assignment and tutoring assignment.
The two assignments were assigned after 6 and 10 weeks of instruction, respectively.
The analysis revealed that PSTs attended to children’s strategies and interpreted children’s mathematical understanding but struggled with the component skill of responding to children’s mathematical understanding in the two assignments.
Although the nature of tasks selected differed across the two assignments, generally PSTs focused on tasks that would develop children’s mathematical understanding.
The findings have theoretical implications for a hypothesized trajectory of professional noticing of children’s mathematical understanding and the design of mathematics methods courses.
American Psychological Association (APA)
Gichobi, Mary& Andreotti, Alejandro. 2019. Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding. Education Research International،Vol. 2019, no. 2019, pp.1-20.
https://search.emarefa.net/detail/BIM-1152098
Modern Language Association (MLA)
Gichobi, Mary& Andreotti, Alejandro. Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding. Education Research International No. 2019 (2019), pp.1-20.
https://search.emarefa.net/detail/BIM-1152098
American Medical Association (AMA)
Gichobi, Mary& Andreotti, Alejandro. Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding. Education Research International. 2019. Vol. 2019, no. 2019, pp.1-20.
https://search.emarefa.net/detail/BIM-1152098
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references
Record ID
BIM-1152098