Simulations as a Tool for Practicing Questioning

Webel, Corey; Conner, Kimberly; Zhao, Wenmin

doi:10.1007/978-3-319-70594-1_6

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…Concept Cartoons are not alone in such independence -there are other picture-based formats focusing on enhancement of SMK and PCK of future teachers and teachers. For instance, sequential pictorial simulations that focus on the consequences of different teacher behaviour in one particular classroom situation (Webel, Conner & Zhao, 2018), or text-based or picture-based simulated records of teacher-pupil interactions called vignettes that focus on a proper use of multiple representations in the classroom (Friesen & Kuntze, 2018).…”

Section: Discussionmentioning

confidence: 99%

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Samková¹

2020

sciED

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The article focuses on an educational tool called Concept Cartoons and its possible use in professional preparation of future primary school teachers. In particular, it presents the method of how Concept Cartoons can be employed as a tool for diagnosing subject matter knowledge and pedagogical content knowledge in mathematics. The first part of the contribution introduces the concept of teachers' knowledge that is used in the article, and the Concept Cartoon tool. It describes the original Concept Cartoons method for classroom use at primary and secondary school levels that was established by Keogh and Naylor, and then it introduces our work on diagnostic Concept Cartoons method, including a commented summary of our recent research on qualitative diagnosis of subject matter knowledge and pedagogical content knowledge in mathematics. The second part of the contribution introduces another step in the methodology, a mixed approach to the issue that enables to enrich the qualitative results with quantitative characteristics. The mixed method is illustrated through a small empirical study that shows how exactly the quantitative enrichment might be provided.

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Section: Discussionmentioning

confidence: 99%

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Samková¹

2020

sciED

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“…Similar effect could be provided e.g. by simulated teaching experience (Webel, Conner and Zhao, 2018) or by multiple solution method and designed student responses (Evans and Swan, 2014;Evans and Ayalon, 2016). The use of Concept Cartoons that indirectly mix together content-centered and student-centered approaches might also help overcome the unwanted weak relation between content-related noticing and anticipation of other alternatives or continuations that was reported for primary school teachers by Hoth et al (2016) as well as teacher's narrow focus on their own ideas instead on students' reasoning (Visnovska and Cobb, 2015).…”

Section: -1617mentioning

confidence: 94%

Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

Samková

2020

ERIES Journal

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The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers -future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.

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Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education

Lee,

Son,

Yeo

2024

Computer Assisted Learning

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BackgroundArtificial Intelligence (AI) technologies offer unique capabilities for preservice teachers (PSTs) to engage in authentic and real‐time interactions using natural language. However, the impact of AI technology on PSTs' responsive teaching skills remains uncertain.ObjectivesThe primary objective of this study is to examine whether interaction with a responsive AI‐based chatbot that acts as a virtual student improves pre‐service teachers' noticing abilities. The second objective is to compare how the presence or absence of chatbot responses affects changes in PSTs' questioning practices. Finally, the third objective is to investigate how the experience of interacting with the responsive virtual student affects PSTs' perceptions of the effectiveness of their questioning, their satisfaction with the interactions, and their confidence about interacting with a real student compared to the non‐responsive chatbot.MethodsA randomised controlled pre‐ and post‐test design was used with 50 PSTs. PSTs' noticing, interaction with the chatbot, and post‐survey data were collected, and a t‐test was conducted to examine significant differences by group.Results and ConclusionIn the experimental group, the virtual student responded to PSTs' questions, while in the control group, she did not. Notable differences were observed in their questioning practices.TakeawaysOverall, AI‐based chatbots hold promise for enhancing PSTs' responsive teaching skills. Future research is needed to examine the long‐term impact of responsive chatbot use on PSTs' noticing skills.

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Simulations as a Tool for Practicing Questioning

Cited by 4 publications

References 28 publications

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Investigating subject matter knowledge and pedagogical content knowledge in mathematics with the Concept Cartoons method

Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education

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