Developing and Validating a Scriptwriting Task in the Context of Student Difficulties with Fraction Multiplication and Division

Autor/inn/en	Shure, Victoria; Rösken-Winter, Bettina
Titel	Developing and Validating a Scriptwriting Task in the Context of Student Difficulties with Fraction Multiplication and Division
Quelle	In: Research in Mathematics Education, 24 (2022) 3, S.267-290 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shure, Victoria) ORCID (Rösken-Winter, Bettina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2021.1988689
Schlagwörter	Mathematics Instruction; Teaching Methods; Difficulty Level; Fractions; Multiplication; Preservice Teachers; Teacher Education Programs; Division; Specialists; Content Validity; Task Analysis; Elementary School Teachers; Mathematics Teachers; Comparative Analysis; Dialogs (Language); German; Academic Language; Course Content; Language Processing; Language Usage; Discourse Analysis; Identification; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Bruchrechnung; Multiplikation; Aufgabenanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Dialog; Dialogs; Dialogue; Dialogues; Deutscher; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Kursprogramm; Sprachverarbeitung; Sprachgebrauch; Diskursanalyse; Identifikation; Identifizierung; Ausland; Deutschland
Abstract	Teaching simulations such as scriptwriting tasks offer a novel way to support pre-service teachers in gaining diagnostic competencies and in guiding students to work through difficulties. We first report on the theory-driven development of a scriptwriting task, specifically the theoretically-founded language- and accompanying content-related challenges concerning fraction multiplication and division that were embedded in the task. In a validation study, nine experts in mathematics education and/or academic language development participated in an expert rating of the scriptwriting task, assessing the intended embedded student difficulties. As a further means of examining content validity, a second study was conducted in which 32 completed dialogues from the scriptwriting tasks from pre-service primary mathematics teachers were compared to the results of the expert rating. Findings of the validation study highlighted that the experts recognised the intended embedded content. Correspondingly, the results of the second study revealed that the pre-service teachers also identified the intended content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01