Characterizing teacher attention to student thinking: A role for epistemological messages

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

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Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽

10.1177/21582440211023771 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110237

Author(s):

İlknur Bayram ◽

Fatma Bıkmaz

Keyword(s):

Professional Development ◽

Lesson Study ◽

English Language ◽

Research Question ◽

Teaching Style ◽

Language Teachers ◽

Student Thinking ◽

Pedagogical Content ◽

Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance

Instructional Science ◽

10.1007/s11251-021-09543-8 ◽

2021 ◽

Author(s):

Juanjuan Chen ◽

Minhong Wang ◽

Chris Dede ◽

Tina A. Grotzer

Keyword(s):

Task Performance ◽

Cognitive Maps ◽

Student Thinking

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Odd Shape Out

Mathematics Teaching in the Middle School ◽

10.5951/mathteacmiddscho.21.5.0260 ◽

2015 ◽

Vol 21 (5) ◽

pp. 260

Author(s):

Jo Ann Cady ◽

Pamela J. Wells

Keyword(s):

Student Thinking

To elicit creative student thinking, this open-ended problem asks solvers to decide which of four quadrilaterials do not belong in a group.

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Making Student Thinking Visible through a Concept Map in Computer-Based Assessment of Critical Thinking

Journal of Educational Computing Research ◽

10.2190/ec.50.2.f ◽

2014 ◽

Vol 50 (2) ◽

pp. 249-270 ◽

Cited By ~ 15

Author(s):

Yigal Rosen ◽

Maryam Tager

Keyword(s):

Critical Thinking ◽

Concept Map ◽

Student Thinking ◽

Computer Based

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Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

Teachers College Record ◽

10.1177/016146812012201103 ◽

2020 ◽

Vol 122 (11) ◽

pp. 1-40

Author(s):

Britnie Delinger Kane

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Student Teacher ◽

Teacher Educators ◽

Design Research ◽

Teaching Practice ◽

Student Thinking ◽

The Core ◽

Collaborative Analysis ◽

Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

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