A Preservice Middle School Mathematics Teacher's Knowledge of Student Thinking about Line Graphs

Autor/in	Ozaltun Celik, Aytug
Titel	A Preservice Middle School Mathematics Teacher's Knowledge of Student Thinking about Line Graphs
Quelle	In: Journal of Pedagogical Research, 6 (2022) 1, S.231-244 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ozaltun Celik, Aytug)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Middle School Teachers; Middle School Students; Mathematics Instruction; Secondary School Mathematics; Preservice Teachers; Knowledge Level; Graphs; Practicums; Cognitive Processes; Mathematical Concepts; Statistical Inference + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Wissensbasis; Grafische Darstellung; Practicum; Praktikum; Praktika; Cognitive process; Kognitiver Prozess; Inferential statistics; Schließende Statistik
Abstract	Interpreting statistical graphs and making inferences based on the graphs are a precursor for formal statistical inferences. To support student inferences, both teachers and future teachers should have adequate knowledge regarding students' thinking on graphs as well as their potential misinterpretations and difficulties in interpreting graphs. In this qualitative case study, I examined a preservice middle school mathematics teacher's knowledge of student thinking about interpretation of line graphs. During her practicum course, preservice teacher planned a lesson to teach "creating and interpreting line graphs." I first interviewed with her on the lesson plan and then observed her teaching the subject. The data indicated that the preservice mathematics teacher's actions regarding knowledge of student thinking before and during the lesson supported the students in interpreting graphs beyond reading. Preservice and in-service teachers with more knowledge of student thinking would provide teaching practices to support students' learning of statistical graphs. I thus suggest that a curriculum may be designed for improving preservice mathematics teachers' knowledge of student thinking about statistical concepts and informal statistical inferences. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01