Learning to Teach: Prospective Teachers' Evaluation of Students' Written Responses on a 1992 NAEP Graphing Task

2002 ◽  
Vol 102 (7) ◽  
pp. 346-358 ◽  
Author(s):  
Maria A. Timmerman
Keyword(s):  
Prospective Teachers ◽  
Learning To Teach ◽  
Written Responses

Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading

2001 ◽  
Vol 41 (2) ◽  
pp. 149-175 ◽  
Author(s):  
Victoria J. Risko ◽  
Kathleen Roskos ◽  
Carol Vukelich
Keyword(s):  
Prospective Teachers ◽  
Learning To Teach

Posing Mathematical Problems: An Exploratory Study

1996 ◽  
Vol 27 (3) ◽  
pp. 293-309 ◽  
Author(s):  
Edward A. Silver ◽  
Joanna Mamona-Downs ◽  
Shukkwan S. Leung ◽  
Patricia Ann Kenney
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Initial Conditions ◽  
Mathematical Problem ◽  
Problem Posing ◽  
School Teachers ◽  
Written Responses ◽  
Task Setting ◽  
Mathematical Problems ◽  
Mathematical Problem Posing

In this study, 53 middle school teachers and 28 prospective secondary school teachers worked either individually or in pairs to pose mathematical problems associated with a reasonably complex task setting, before and during or after attempting to solve a problem within that task setting. Written responses were examined to determine the kinds of problems posed in this task setting, to make inferences about cognitive processes used to generate the problems, and to examine differences between problems posed prior to solving the problem and those posed during or after solving. Although some responses were ill-posed or poorly stated problems, subjects generated a large number of reasonable problems during both problem-posing phases, thereby suggesting that these teachers and prospective teachers had some personal capacity for mathematical problem posing. Subjects posed problems using both affirming and negating processes; that is, not only by generating goal statements while keeping problem constraints fixed but also by manipulating the task's implicit assumptions and initial conditions. A sizable portion of the posed problems were produced in clusters of related problems, thereby suggesting systematic problem generation. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience. Moreover, the posed problems were not always ones that subjects could solve, nor were they always problems with “nice” mathematical solutions.

scholarly journals Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

2020 ◽  
Vol 6 (2) ◽  
pp. 327
Author(s):  
Marta T. Magiera ◽  
Vecihi S. Zambak
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Evidence Based ◽  
Written Responses ◽  
Mathematics Teacher Educators ◽  
Mathematical Explanations ◽  
Student Explanations

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently. Although explanations PSTs generated for their critiques of student explanations were weaker compared to the explanations PSTs formulated for their own problem solutions, PSTs proficient in generating mathematical explanations were also more proficient in analyzing and critiquing mathematical explanations. We identified seven criteria PSTs used while analyzing and critiquing student-explanations. These criteria reveal what PSTs might value, or pay attention to, as they critique student-explanations. We share implications for mathematics teacher educators to consider and suggest directions for further research.

scholarly journals National–European identity and notions of citizenship: A comparative study between Portuguese and Greek university student teachers

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Eleni Apostolidou ◽  
Gloria Solé
Keyword(s):  
European Union ◽  
National Identity ◽  
Student Teachers ◽  
Economic Crisis ◽  
Prospective Teachers ◽  
European Identity ◽  
Data Sets ◽  
The European Union ◽  
Written Responses ◽  
Positive Perspective

This paper reports a study of prospective teachers' views about Europe, and European and national identity, in Greece and Portugal. The paper analyses written responses to a closed multiple-choice questionnaire provided by 33 Greek and 35 Portuguese prospective teachers following courses in Ioannina and Braga universities in early 2018. First, students were asked to answer 15 closed questions related to their perceptions of national, European and other identities. More specifically they were asked to choose among different associations of Europe and different levels of how their country is integrated into Europe. Also, they were asked to choose their preferred 'identification with particular identities' (Villaverde Cabral and Machado Pais, 1998) and to articulate their notions of citizenship by commenting on different criteria for the naturalization of immigrants. Finally, they were asked to predict the future of the European Union by answering an open question. Data analysis focused on the 2018 data and on comparisons with existing data sets, collected in Greece and Portugal since 1994, relating to perceptions of national and European identity and to notions of citizenship. The authors expected to find change over time in data on attitudes in the two countries, reflecting the impacts of the recent economic crisis in both Portugal and Greece and the refugee crisis, particularly in Greece. Portuguese participants were found to manifest a more positive perspective on Portuguese–European integration than had been the case in earlier data sets, while at the same time wishing to preserve some specific aspects of national identity. The Greek students were found generally to be consistent with their pro-European viewpoints, but at the same time there seems to have been an increasing distrust of the European Union after the experience of the 2010–18 economic crisis – indications of which were apparent in some earlier findings .

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