Literaturnachweis - Detailanzeige
| Autor/inn/en | Kalinec-Craig, Crystal A.; Bannister, Nicole; Bowen, Diana; Jacques, Lorraine A.; Crespo, Sandra |
|---|---|
| Titel | "It Was Smart When:" Supporting Prospective Teachers' Noticing of Students' Mathematical Strengths |
| Quelle | In: Journal of Mathematics Teacher Education, 24 (2021) 4, S.375-398 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kalinec-Craig, Crystal A.) ORCID (Bannister, Nicole) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1386-4416 |
| DOI | 10.1007/s10857-020-09464-2 |
| Schlagwörter | Preservice Teachers; Preservice Teacher Education; Mathematics Education; Mathematics Skills; Teacher Competencies; Attention; Observation; Educational Technology; Cartoons; Mathematical Formulas; Teacher Student Relationship |
| Abstract | Learning to name and notice students' mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students' mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students' mathematical strengths: A Lesson"Sketch" experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the Lesson"Sketch" digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students' mathematical strengths. The paper concludes with implications for future research in teacher education. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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