Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers

2008 ◽  
Vol 71 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Amanda Jansen
Keyword(s):  
Elementary Teachers ◽  
Prospective Elementary Teachers ◽  
Class Discussions ◽  
Whole Class ◽  
Motivation To Participate ◽  
Mathematics Content Courses

Inviting Prospective Teachers to Share Rough Draft Mathematical Thinking

2016 ◽  
Vol 4 (2) ◽  
pp. 145-163 ◽  
Author(s):  
Eva Thanheiser ◽  
Amanda Jansen
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Mathematical Thinking ◽  
Comfort Level ◽  
Prospective Elementary Teachers ◽  
Class Discussions ◽  
Academic Settings ◽  
Rough Draft ◽  
Mathematics Content Course ◽  
Mathematics Content Courses

Engaging prospective elementary teachers (PTs) in participating productively by making their exploratory (rough draft) thinking public during class discussions remains a constant challenge for instructors of mathematics content courses for teachers, in part because of perspectives incoming PTs may hold about interacting in academic settings. In this article, we share the effects of an intervention designed to confront PTs' incoming perspectives. PTs were provided with opportunities to label the level of completeness and correctness of their thinking before they displayed and discussed their written work publicly during a mathematics content course for teachers. Results indicated that labeling their work increased PTs' level of comfort with sharing their thinking and awareness of the value of doing so. PTs also reported that the label served as a reflection tool. The label increased the PTs' productive disposition in terms of comfort level with taking intellectual risks when doing mathematics and reflecting on their work.

Building and Understanding Multiplicative Relationships: A Study of Prospective Elementary Teachers

1994 ◽  
Vol 25 (5) ◽  
pp. 472-494 ◽  
Author(s):  
Martin A. Simon ◽  
Glendon W. Blume
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Quantitative Reasoning ◽  
Rectangular Region ◽  
Rectangular Array ◽  
Prospective Elementary Teachers ◽  
Multiplicative Relationship ◽  
Whole Class

This study focused on understanding the evaluation of the area of a rectangular region as a multiplicative relationship between the lengths of the sides. The analysis of data from a whole-class teaching experiment involving prospective elementary teachers resulted in the development of a description of the quantitative reasoning involved. Important aspects of this reasoning include the anticipation of a rectangular array of units as the structure of the area quantity and the subsequent constituting of the units based on the linear measures. The analysis of the prospective teachers' understandings proved useful in generating additional problems. The teachers' engagement with these problems resulted in their developing more complete understandings of the constitution of area units.

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

Asking for more

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Annerose Willemsen ◽  
Myrte Gosen ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Analytic Study ◽  
Class Discussions ◽  
Whole Class

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

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