Unpacking the Practice of Probing Student Thinking

2016 ◽  
Vol 5 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Dawn Teuscher ◽  
J. Matt Switzer ◽  
Tyler Morwood
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Student Thinking ◽  
Mathematics Teacher Educators

Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

2017 ◽  
Vol 5 (2) ◽  
pp. 158-177 ◽  
Author(s):  
Julie M. Amador ◽  
Anne Estapa ◽  
Zandra de Araujo ◽  
Karl W. Kosko ◽  
Tracy L. Weston
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Methods Courses ◽  
Mathematical Content ◽  
Mathematics Teacher Educators ◽  
Elementary Preservice Teachers

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

scholarly journals Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

Mathematics ◽  
2021 ◽  
Vol 9 (24) ◽  
pp. 3228
Author(s):  
Adriana Breda ◽  
Marcel Pochulu ◽  
Alicia Sánchez ◽  
Vicenç Font
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Interventions ◽  
Mathematics Teacher Educators ◽  
Problem Situations ◽  
Semiotic Approach ◽  
Official Curriculum ◽  
Ecological Suitability ◽  
Patterns Of Interaction

This work aimed to characterize simulated teacher interventions to manage a didactic configuration in which students solve problem situations using an ICT resource. We also aimed to identify patterns of interaction between the teacher and the students that make it possible to characterize styles of interaction and assess both their interactional and their ecological suitability. To do this, we used the tools of the Onto-semiotic Approach to Mathematical Cognition and Instruction to analyze the level of reflection of 102 educators of preservice teachers of mathematics, about hypothetical problem resolutions of their students and the types of interactions simulated by them to manage the students’ learning. The educators were participants of a Teacher Training of the Teacher Specialization in Education and ICT in Argentina. The results show that there are three levels of reflection and four types of interaction (maieutic, falsificationist, dogmatic and paternalistic). We did not find a high interactional suitability in their proposals of dialogues, and participants do not consider aspects of the ecological suitability, such as the adaptation to the official curriculum. We conclude that the type of interventions that teacher educators propose is closely related to their level of reflection about the reasons why their students respond to problems in one manner or another.

Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

2020 ◽  
Vol 8 (3) ◽  
pp. 83-87
Author(s):  
Heather West ◽  
Emily Elrod ◽  
Karen Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Thinking ◽  
Mathematics Teacher Educators ◽  
Similar Work ◽  
Language Technology ◽  
Mathematics Teacher Educator ◽  
Service Professional

In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.

Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking

2020 ◽  
Vol 8 (3) ◽  
pp. 88-104
Author(s):  
Stephanie Casey ◽  
Joel Amidon
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Learning Experience ◽  
Design Features ◽  
Professional Noticing ◽  
Mathematics Teacher Educators

Developing expertise in professional noticing of students’ mathematical thinking takes time and meaningful learning experiences. We used the LessonSketch platform to create a learning experience for secondary preservice teachers (PSTs) involving an approximation of teaching practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking. Our study showed that approximations of teaching practice embedded within platforms like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective formative assessment of PSTs’ professional noticing of students’ mathematical thinking that is meaningful for both PSTs and MTEs. The experience itself as well as its design features and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.

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