Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning

Autor/inn/en	Chen, Lizhen; Akarsu, Murat; Bofferding, Laura
Titel	Finding the Boundary of Kindergarteners' Subtraction Understanding: Prospective Teachers' Problem Development and Questioning
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 1, S.91-118 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bofferding, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-020-09481-1
Schlagwörter	Preservice Teachers; Questioning Techniques; Kindergarten; Subtraction; Mathematical Concepts; Concept Formation; Scaffolding (Teaching Technique); Mathematics Skills; Comprehension; Interviews + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Subtraktion; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Interviewing; Interviewtechnik
Abstract	A challenge for prospective teachers (PTs) is to determine what students know about a topic through asking appropriate questions and being thoughtful about the wording of these questions so as to capture and reframe students' spontaneous mathematical thinking and eventually unriddle the fuzzy boundary of students' complex thinking. This study examined four PTs' efforts to elicit kindergarteners' subtraction strategies and make conclusions about their subtraction understanding. Drawing on PTs' plans for interviewing kindergarteners on subtraction problems, interview transcripts, and reflection papers, the results suggest that PTs provided effective scaffolds, adding context to numerical problems or explaining mathematical terms and symbols as needed. However, they avoided asking problems with subtrahends greater than five, numbers above ten, and missing starts or missing subtrahends, limiting their ability to draw targeted conclusions about the students' strengths and needs. Using effective questions allowed one PT who posed a limited variety of problems to make stronger conclusions about her student's subtraction understanding, while asking a broader variety of problems helped another PT who used limited questions make conclusions about her student's subtraction understanding. Based on these results, mathematics teacher educators could leverage their PTs' strengths to either encourage multiple interviews, each targeting different problem types, or one interview with a broader variety of problem types. The results of this study further highlight the need for PTs to move beyond just asking students to explain their strategies and have them justify or represent their strategies as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01