Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

Autor/inn/en	Rogers, Kimberly Cervello; Steele, Michael D.
Titel	Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers
Quelle	In: Journal for Research in Mathematics Education, 47 (2016) 4, S.372-419 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc.47.4.0372
Schlagwörter	Graduate Students; Teaching Assistants; Course Content; Elementary School Teachers; Mathematics Education; Mathematical Logic; Thinking Skills; Undergraduate Study; College Mathematics; Mathematics Teachers; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Preservice Teachers; Geometry; Geometric Concepts; Undergraduate Students; Validity; Teacher Education; Teacher Effectiveness; Elementary School Students; Teacher Education Programs; Classroom Observation Techniques; Case Studies + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Mathematical logics; Mathematische Logik; Denkfähigkeit; Grundstudium; Mathematics; Mathematik; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Geometrie; Elementare Geometrie; Gültigkeit; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study
Abstract	Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasoning-and- proving processes decreased relative to the potential for reasoning and proving in mathematical tasks. This investigation into teaching assistants' teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors' teaching. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01