Believing and Doubting a Student's Intuitive Conjecture about Perimeter

Autor/inn/en	Harkness, Shelly Sheats; Noblitt, Bethany
Titel	Believing and Doubting a Student's Intuitive Conjecture about Perimeter
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Mathematics Instruction; College Mathematics; Mathematics Teachers; Video Technology; Teaching Methods; College Faculty; Teacher Educators; Geometric Concepts; Plane Geometry; Elementary School Teachers; Middle School Teachers; Hermeneutics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementare Geometrie; Planimetrie; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Hermeneutik
Abstract	A student, Stuart, related perimeter to pixels and the professor, Beth, moved back and forth between "reserved believing" and "reserved doubting" and "doubting" teacher actions (Elbow, 1986; Harkness & Noblitt, 2017) while assessing the merit of his conjecture in the moment. Video allowed the researchers to rewatch the episode multiple times after the moment and to attempt to believe (Elbow, 1986; 2006), or find merit or strength, in Stuart's conjecture and then explore the mathematics that he suggested. Within this paper the researchers "restory" (Creswell, 2012) chronologically what transpired in the moment in the classroom, their later conversations, and their after-the-moment mathematical explorations of Stuart's conjecture. Video can, perhaps, allow teacher educators to help preservice teachers and classroom teachers notice and reflect on missed opportunities for believing. Video also has the potential to empower teachers to explore the mathematics suggested by students after the moment and then use what they learn in future lessons. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01