Primary Pre-Service Teachers' Noticing of Structural Thinking in Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).

Autor/inn/en	Gronow, Mark; Cavanagh, Michael; Mulligan, Joanne
Institution	Mathematics Education Research Group of Australasia
Titel	Primary Pre-Service Teachers' Noticing of Structural Thinking in Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Generalization; Knowledge Base for Teaching; Workshops; Student Attitudes; Classroom Communication; Pedagogical Content Knowledge; Lesson Plans; Teacher Education Programs; Foreign Countries; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernwerkstatt; Schulung; Schülerverhalten; Klassengespräch; Pädagogische Kompetenz; Lesson planning; Unterrichtsplanung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01