Supporting prospective mathematics teachers in noticing students' proportional reasoning

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-04-03 DOI:10.1007/s10857-024-09621-x

Sinem Bas-Ader, Engin Ader, Rukiye Didem Taylan

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Abstract

This study investigates the effect of a professional development program designed to develop prospective mathematics teachers’ ability to notice students’ proportional reasoning. It examines how those teachers attended to student thinking, how they interpreted it, and how they decided to respond. Sixteen prospective teachers (PSTs) at a state university participated in a seven-week online professional development (PD) program. We provided participants with a research-based framework for proportional reasoning and engaged them in various ways via interviews with middle school students. They also wrote a reflection paper and received feedback. Combining multiple elements with interviewing was a unique feature of this program. The improvement in participants’ noticing skills was statistically significant. Specifically, in the post-assessment, the participants paid attention to most of the mathematical details of the students’ strategies, provided interpretations supported by conceptual underpinnings and evidence, and made research-based student-oriented decisions that focused on key issues. Implications for future teacher education practices and suggestions for further research are provided.

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支持未来的数学教师注意学生的比例推理

本研究调查了旨在培养未来数学教师注意学生比例推理能力的专业发展项目的效果。研究考察了这些教师如何关注学生的思维、如何解读学生的思维以及如何决定做出回应。一所州立大学的 16 名准教师（PSTs）参加了为期七周的在线专业发展（PD）项目。我们为学员提供了一个基于研究的比例推理框架，并通过与中学生的访谈以各种方式让他们参与其中。他们还撰写了一篇反思论文并收到了反馈。将多种元素与访谈相结合是该计划的独特之处。从统计学角度看，参与者的注意能力得到了显著提高。具体而言，在后期评估中，学员们关注了学生策略中的大部分数学细节，提供了有概念基础和证据支持的解释，并做出了以学生为本的研究性决定，重点关注关键问题。本报告为未来的教师教育实践提供了启示，并为进一步的研究提供了建议。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.