Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers' Practice of Organizing Discussions

Autor/inn/en	Tyminski, Andrew M.; Zambak, V. Serbay; Drake, Corey; Land, Tonia J.
Titel	Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers' Practice of Organizing Discussions
Quelle	In: Journal of Mathematics Teacher Education, 17 (2014) 5, S.463-487 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9261-4
Schlagwörter	Teaching Methods; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Elementary School Mathematics; Methods Courses; Mathematical Concepts; Goal Orientation; Planning; Questioning Techniques; Discussion (Teaching Technique); Teacher Competencies; Teacher Education Programs + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Methodisch-didaktische Anleitung; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Befragungstechnik; Fragetechnik; Lehrkunst
Abstract	This paper examines a series of instructional activities that provide prospective elementary teachers with an opportunity to engage in one of the more difficult practices to learn within mathematics teaching--organizing a mathematical discussion. Within a mathematics methods course, representations and decomposition of practice built from the Five Practices framework (Smith and Stein in "Five practices for orchestrating productive mathematics discussions." Corwin Press, Thousand Oaks, CA, 2011) were implemented and studied to examine how prospective elementary teachers set goals, selected and sequenced available student work, and planned questions within a mathematical discussion. We examined prospective elementary teachers' strengths and weaknesses in these facets through an approximation of practice set in a lesson context familiar to the prospective elementary teachers. Our results demonstrated that although prospective elementary teachers set varying goals for a discussion, their pedagogical choices in planning their discussion tended to be consistent with the goals they have set. These results support the focused development of prospective elementary teachers' goal setting as an implication for mathematics teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10