Exploring experiences for assisting primary pre-service teachers to extend their knowledge of student strategies and reasoning

Livy, Sharyn; Downton, Ann

doi:10.1016/j.jmathb.2017.11.004

Cited by 15 publications

(11 citation statements)

References 9 publications

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“…Moreover, there is evidence that exposure to pedagogies that view productive struggle as integral to mathematics learning, such as problem-based approaches to learning mathematics, can further enhance teacher attitudes. Livy and Downton presented evidence that pre-service teachers can become more aware of the value of student struggle through exposure to a lesson structure that facilitates student exploration of a problem prior to instruction [13]. Likewise, Russo et al found that teachers who had been exposed to professional learning around such problem-based approaches to learning mathematics had more positive attitudes towards struggle than teachers who had not participated in such professional learning [12].…”

Section: The Importance Of Productive Struggle In Learning Mathematicsmentioning

confidence: 99%

Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings

et al. 2021

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Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents’ negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.

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Section: The Importance Of Productive Struggle In Learning Mathematicsmentioning

confidence: 99%

Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings

et al. 2021

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“…This clearly shows that OTL is an important factor affecting the mastery of knowledge and academic achievement of future teachers. In addition, recent studies conducted by Livy and Downton (2018) also found that the OTL-Practicum factor has influenced the mastery of mathematical knowledge for teaching among pre-service teachers. The findings from the case study conducted among 20 second-year pre-service teacher found that the course experiences provided an opportunity to extend pre-service teachers' knowledge.…”

Section: H1mentioning

confidence: 96%

Modelling Opportunities to Learn, Mathematical Belief and Knowledge for Teaching among Pre-service Teachers

Rahman

Zamri

2019

EURASIA J MATH SCI T

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Issues about low level of mathematical knowledge for teaching among pre-service teachers has raised the question on the effectiveness of the mathematics teacher education program which has been planned and implemented by the Malaysian Institute of Teacher Education (MITE). This study was conducted to identify factors that affect mathematical knowledge for teaching (MKT) among pre-service teachers in Institute of Teacher Education (ITE). The influence of mathematical belief and opportunity to learn (OTL) have been tested to explain the factors affecting MKT. Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 105 pre-service teachers in MITE. Data were analysed using SmartPLS version 3.0. The result of the structural equation model indicated that OTL-Practicum (β=0.491, p<0.001) and OTL-Program (β=0.368, p<0.001) has a positive relationship with mathematical knowledge for teaching. Besides that, the result for the impact of OTL on mathematical belief, it showed that OTL-Practicum (β=0.208, p<0.001) and OTL-Program (β=0.243, p<0.001) has a positive relationship with constructivist belief, whereas OTL-Program was negatively related to traditional belief (β=-0.283, p<0.001). Overall, the model explained 53.9% of the variance in mathematical knowledge for teaching. Implications from these findings to the ITE were further elaborated.

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“…Recognition of the practical nature of teacher knowledge (Ball et al, 2008) and the complexity of the knowledge required from them (Livy & Downton, 2018) have triggered numerous studies on initial training (Ponte & Chapman, 2006). Those studies seek, mainly, to understand what knowledge prospective teachers should develop to teach -which is an aspect that should not be considered on the sidelines of practice (Ponte & Chapman, 2006).…”

Section: Theoretical Background Prospective Teacher's Knowledge and T...mentioning

confidence: 99%

Challenges faced by Preservice Teachers in Planning and Exploring Tasks that Promote Mathematical Reasoning

2022

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Background: Mathematical reasoning is fundamental for mathematics learning from the first years of schooling. It is a challenge for students and teachers, so it is relevant to deepen ways to develop this ability with the prospective teachers. Objectives: Identify the challenges in supervised practice with a view to developing students’ mathematical reasoning, seeking to answer the following question: What challenges do prospective teachers face in planning and exploring tasks that promote mathematical reasoning? Design: It is based on a formative experiment and follows an interpretive methodology. Setting and participants: This experiment was conducted during 13 sessions of the curricular unit (CU) Didactics of Mathematics of the 2nd year of the master’s course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, in a class of 25 students. The participants were four students - two pairs in teaching practice- whose selection followed the following criteria: not having any of the researchers as teaching practice supervisors and regularly intervening in class. Data collection and analysis: the data were collected through participant observation of the CU classes, interviews, and document collection. Results: Students face more challenges associated with mathematical reasoning during monitoring phases of the exploration of the tasks and their final discussion. Conclusions: These results point to the need for initial training programs to prioritise activities that support prospective teachers in the understanding of mathematical reasoning processes and that involve them in the planning of tasks and analysing practical exploration that will enhance their development.

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Exploring experiences for assisting primary pre-service teachers to extend their knowledge of student strategies and reasoning

Cited by 15 publications

References 9 publications

Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings

Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings

Modelling Opportunities to Learn, Mathematical Belief and Knowledge for Teaching among Pre-service Teachers

Challenges faced by Preservice Teachers in Planning and Exploring Tasks that Promote Mathematical Reasoning

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