Prospective Mathematics Teachers as Learners in University and School Contexts

Brown, Laurinda C; Fernández, Ceneida; Helliwell, Tracy

doi:10.1163/9789004419230_014

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…This construct has been conceptualized through three skills: attending to, interpreting, and deciding [6], and provides "a structure for teachers to better understand and act on their students' mathematical conceptions and practices" [7] (p. 296). Professional noticing of children's mathematical thinking implies teachers' ability to use their knowledge (subject content knowledge and pedagogical content knowledge) to attend to, interpret (reason about the situation), and decide [8]. Therefore, teachers' mathematical knowledge for teaching [9] and professional noticing are connected [10].…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions

2021

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During the last decades, research in teacher noticing has increased since its development is considered important in teacher training programs. An issue that needs more research is the relationship between teachers’ mathematical knowledge for teaching in a specific mathematical domain and their ability to notice. This study focuses on how pre-service primary school teachers (PPTs) solve a measurement division problem with fractions and interpret (score and justify) students’ answers to this problem. The participants were 84 PPTs who answered two tasks. Task 1 consisted of solving a measurement division problem with fractions. Task 2 involved interpreting (scoring and justifying) the answers of four primary school students to the problem. Responses to Task 1 were classified based on their accuracy and the procedure used. For Task 2, the scores given along with their justifications were analyzed. The results show that PPTs’ knowledge of division with fractions is limited and that they had difficulties in identifying conceptual errors in students’ answers. This study provides information on the relationships between PPTs’ knowledge of these types of problems and how PPTs interpret students’ answers. This information could aid in adjusting mathematical teaching knowledge in training programs.

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Section: Introductionmentioning

confidence: 99%

Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions

2021

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Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language

Helliwell,

Ebbelind

2024

J Math Teacher Educ

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As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.

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Enhancing Pre-service Teachers’ Noticing: A Learning Environment about Fraction Concept

Ivars

2021

JTLEE

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Professional noticing allows teachers to recognise important events in a classroom and give effective responses using their knowledge. Hence developing this competence in teacher training programs is an issue in the Mathematics Education field. In this study, we present the design of a learning environment about the part-whole meaning of fraction to develop pre-service primary school teachers’ noticing of students’ mathematical thinking. The learning environment is designed around three tasks (vignettes) that pre-service teachers have to analyse using knowledge from research on mathematics education provided as a students’ hypothetical learning trajectory. Eighty-five pre-service teachers participated in this learning environment. Results allows us to characterise the enhancement of pre-service teacher noticing through looking at the changes in the discourse generated in the three tasks.

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Prospective Mathematics Teachers as Learners in University and School Contexts

Cited by 4 publications

References 23 publications

Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions

Pre-Service Primary School Teachers’ Knowledge and Their Interpretation of Students’ Answers to a Measurement Division Problem with Fractions

Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language

Enhancing Pre-service Teachers’ Noticing: A Learning Environment about Fraction Concept

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