Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement

Autor/inn/en	Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.
Titel	Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement
Quelle	In: Journal of Mathematics Teacher Education, 14 (2011) 1, S.67-87 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-010-9141-0
Schlagwörter	Intervention; Teacher Attitudes; Misconceptions; Teaching Methods; Mathematics Achievement; Academic Achievement; Preservice Teachers; Teacher Behavior; Models; Student Reaction; Teacher Improvement; Elementary School Teachers; Evidence; Evaluation; Teacher Education + Suchen Sie Ihr Suchwort? Lehrerverhalten; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Teacher behaviour; Analogiemodell; Schülerkritik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Evidenz; Evaluierung; Lehrerausbildung; Lehrerbildung
Abstract	This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice. Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding. Implications of the study suggest new ways of developing prospective teachers' ability to systematically study and improve their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10