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Autor/inn/enIvars, Pedro; Fernández, Ceneida; Llinares, Salvador
TitelA Learning Trajectory as a Scaffold for Pre-Service Teachers' Noticing of Students' Mathematical Understanding
QuelleIn: International Journal of Science and Mathematics Education, 18 (2020) 3, S.529-548 (20 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Ivars, Pedro)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1571-0068
DOI10.1007/s10763-019-09973-4
SchlagwörterPreservice Teachers; Elementary School Teachers; Mathematics Instruction; Fractions; Observation; Scaffolding (Teaching Technique)
AbstractThe objective of this research is to understand how a learning trajectory supports pre-service primary teachers in their noticing of students' mathematical understanding. A total of 95 pre-service primary school teachers used a learning trajectory related to the part-whole meaning of the fraction concept to interpret students' understanding and provide instructional decisions. The findings indicate that the learning trajectory provided pre-service teachers with a specific language to describe students' understanding and helped them to notice students' mathematical understanding. Furthermore, the pre-service primary teachers who produced a more detailed discourse also proposed more suitable activities based on students' understanding. These findings suggest that the learning trajectory can act as a scaffold to notice students' mathematical understanding. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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