Interpreting and Representing Students' Thinking in the Moment: Preservice Teachers' Initial Number String Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Chen, Lizhen; Bofferding, Laura
Titel	Interpreting and Representing Students' Thinking in the Moment: Preservice Teachers' Initial Number String Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Number Concepts; Numbers; Thinking Skills; Teaching Skills; Knowledge Base for Teaching; Concept Teaching; Questioning Techniques; Teaching Methods; Discussion (Teaching Technique); Problem Solving; Learning Strategies; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Number concept; Zahlbegriff; Zahlenraum; Denkfähigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementare Mathematik; Schulmathematik
Abstract	Being able to effectively interpret students' thinking and respond effectively in the moment are important skills that preservice teachers (PSTs) need to learn. This study zooms in on 14 PSTs' planning, teaching, and reflections involved in number string lessons, and investigates to what extent PSTs anticipate their students' strategies and incorrect answers. Further, through a lens focused on PSTs' talk moves, we explore how PSTs supported students' understanding of the strategies and concepts, and handled incorrect answers and unanticipated responses (strategies). Results show that PSTs were capable of anticipating many answers and strategies but need more improvement in making full use of various talk moves in their questioning. Implications are provided for mathematics methods instructors to plan activities to better support PSTs. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01