Scripting Tasks as a Springboard for Extending Prospective Teachers’ Example Spaces: a Case of Generating Functions

Zazkis, Rina; Marmur, Ofer

doi:10.1007/s42330-018-0019-y

Cited by 13 publications

(7 citation statements)

References 47 publications

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“…The tool thereby allows prospective teachers to envision possible interactions with students in the form of a fictional dialogue or script and thereby to plan how they will address such alternate conceptions and questions with specific language and teacher moves. This exercise provides prospective teachers with a bridge between planning for interactions and the actual course of action in a classroom environment (Zazkis et al, 2013), as the fictional dialogue requires that the prospective teachers think beyond lesson content and desired outcomes to possible misunderstandings that must first be diagnosed and then clarified (Zazkis & Marmur, 2018). Thus, the scriptwriting task has the dual function of being a means of helping prospective teachers prepare for instruction as well as serving as a diagnostic tool in teacher education (Zazkis & Zazkis, 2016).…”

Section: Examining Prospective Teacher Moves For Supporting Reasoningmentioning

confidence: 99%

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Shure

Liljedahl

2023

J Math Teacher Educ

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The development of mathematical reasoning skills has increasingly been of focus for the teaching and learning of mathematics. This research utilizes a teaching simulation using the methodology of scriptwriting, in which prospective teachers are asked to complete a script of a dialogue from a classroom simulation involving fraction multiplication and division with justification, assisting fictional students to work through their difficulties and helping them to justify their reasoning. Such tasks allow for the examination of the prospective teacher moves to support student reasoning through their imagined action and choice of words. Scripts from forty-one prospective primary teachers were examined for the study, and five clusters based on the type of teacher move for supporting student reasoning were found. Overall, the prospective teachers emphasized the elicitation and facilitation of students’ ideas. The cluster analysis, however, provided a nuanced examination of the cohort’s teacher moves. While cluster one saw the highest incident of eliciting teacher moves, albeit only in the low potential category, clusters two and three mostly used facilitating teacher moves, but varied in their use of high and low potential moves. Cluster four concentrated moves on facilitating, eliciting, and responding to student reasoning. Cluster five employed teacher moves from all main categories, with some instances of high potential moves in all categories except extending student reasoning, which can better support reasoning. The prospective mathematics teachers’ scripts and the five clusters that were found during analysis are discussed with implications for future teacher education and the support of building mathematical reasoning.

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Section: Examining Prospective Teacher Moves For Supporting Reasoningmentioning

confidence: 99%

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Shure

Liljedahl

2023

J Math Teacher Educ

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“…Of all the manuscripts submitted, mathematics education is well represented in the first few issues with Springer, thanks in large part to the work of Kajander & Lovric ( 2018 ) and Kajander et al ( 2018 ) in 18 (2), and Zazkis & Marmur ( 2018 ) and Hall & Suurtamm ( 2018 ) in 18 (4). I was pleased to see such interesting work housed in our “new” journal during the first year of existence.…”

Section: The Springer Era (2018–present)mentioning

confidence: 99%

On the Occasion of an Anniversary, Eh: Confessions of a Canadian Math Ed Editor

Chernoff

2020

Can. J. Sci. Math. Techn. Educ.

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As its title suggests, this commentary utilizes the 20th year of publication of the Canadian Journal of Science, Mathematics, and Technology Education as an opportunity for me, the current English language mathematics education editor, to confess. I confess to imposter syndrome and editorial naiveté. I confess to evolving from putting the pathetic in empathetic to near-total emotional desensitization. I confess to having stumbled upon the notions of form letters and desk rejections. I confess that my former French teachers would be disappointed in me. I confess to having never forgotten my first, to seeing ghosts, and to attempting to handle multiple concurrent timelines based on the geologic time scale. Lastly, most importantly, and utilizing an entirely different meaning of the word confess, I confess to giving credit where credit is due. In other words, what follows are the absolutely true confessions of a Canadian mathematics education editor. Résumé Comme son titre l'indique, ce commentaire profite de la 20 e année de publication du Canadian Journal of Science, Mathematics and Technology Education pour me donner l'occasion, en tant qu'actuel rédacteur anglophone pour l'enseignement des mathématiques, de faire des aveux. J'avoue avoir été atteint du syndrome de l'imposteur et avoir fait preuve de naïveté éditoriale. J'avoue avoir évolué d'une empathie pathétique à une désensibilisation émotionnelle quasi totale. J'avoue être tombé sur des esquisses de lettres types et des manuscrits rejetés par le pupitre. J'avoue que mes anciens professeurs de français seraient déçus de moi. J'avoue n'avoir jamais oublié ma première fois, avoir vu des fantômes et avoir tenté de gérer de multiples chronologies simultanées basées sur l'échelle de temps géologique. Enfin, le plus important, et en utilisant un sens complètement différent du mot « avouer », j'avoue donner à chacun le crédit qui lui revient. Autrement dit, les lignes qui suivent présentent les aveux tout à fait vrais d'un rédacteur pour l'enseignement des mathématiques canadien.

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“…Genel anlamda öğretmenlerin örnek seçimini etkileyen faktöreler üzerine yapılan bir araştırmada (Zodik ve Zaslavsky, 2008) öğretmenlerin örnek uzayının örnek seçiminde etkili olduğu, özellikle ters örneklerin öğrenci soruları üzerine verilen hazırlıksız örnekler olduğu bulunmuştur. Öğrenen örnekleri ile ilgili yapılan çalışmalar ise çoğunlukla bir konunun/kavramın öğretiminde olan etkinliği (Aydın, 2014;Dinkelman ve Cavey, 2015); bir öğretim, araştırma ve değerlendirme yöntemi olarak etkililiği (Bentley ve Stylianides, 2017;Dahlberg ve Housman, 1997;Iannone vd., 2011;Zazkis ve Leikin, 2007Zaslavsky ve Zodik, 2014); bazı becerilerin (örnek üretme, genelleme, örnek uzayı) gelişimine olan katkısı (Park ve Kim, 2017;Watson ve Shipman, 2008;Zazkis ve Marmur, 2018) gibi konularda yapılmıştır. Öğretmenlerin öğrenci örneklerini ne düzeyde ve nasıl kullandıklarına yönelik çok az çalışmaya rastlanmıştır.…”

Section: öRnek üRetmeunclassified

Investigation of Mathematics Teachers’ Usage Frequency of Learner Generated Examples in Classroom and Its Reasons

Kaya

2019

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Scripting Tasks as a Springboard for Extending Prospective Teachers’ Example Spaces: a Case of Generating Functions

Cited by 13 publications

References 47 publications

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

On the Occasion of an Anniversary, Eh: Confessions of a Canadian Math Ed Editor

Investigation of Mathematics Teachers’ Usage Frequency of Learner Generated Examples in Classroom and Its Reasons

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