Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?

Autor/inn/en	van Garderen, Delinda; Scheuermann, Amy; Sadler, Kate; Hopkins, Stephanie; Hirt, Stacy M.
Titel	Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?
Quelle	In: Teacher Education and Special Education, 44 (2021) 4, S.319-339 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Garderen, Delinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406421996070
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Case Method (Teaching Technique); Special Education Teachers; Knowledge Level; Mathematics Instruction; Problem Solving; Students with Disabilities; Visual Aids; Pedagogical Content Knowledge; Pictorial Stimuli + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Case method; Fallmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Wissensbasis; Mathematics lessons; Mathematikunterricht; Problemlösen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anschauungsmaterial; Pädagogische Kompetenz; Fantasieanregung
Abstract	Recognizing the multiple interacting layers of pedagogical content knowledge, in this article, we present the findings from a study that examined the extent to which participation in case-based instruction about self-generated visual representations (VRs) supported special education pre-service teachers (N = 25) in enhancing their (a) knowledge of VRs, specifically what and how to teach, as a strategy for solving mathematics problems, and (b) applied instructional practices, specifically analysis of student knowledge and instructional planning, about VRs for students with disabilities (SWDs) to solve mathematics problems. The data revealed that case-based instruction about VRs in a special education mathematics methods course enriched pre-service teachers personal understanding about VRs and their ability to target SWDs learning needs regarding VRs. Implications for pre-service teacher preparation and research are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01