Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-01 DOI:10.1016/j.tate.2025.105143

Merav Weingarden

引用次数: 0

Abstract

Research has shown that providing students opportunities to struggle is essential for learning, yet teachers often face challenges balancing it with attending explicitly to concepts. This qualitative study examines how 33 pre-service mathematics teachers (PSTs), enrolled in a teacher preparation program, view the tension between providing opportunities to struggle and ensuring attention to concepts. Analysis of the PSTs’ descriptions of hypothetical lessons revealed three types of teaching actions: telling, supporting, and withholding. The findings revealed divergent perspectives among PSTs regarding how teaching actions promote or inhibit conceptual understanding, highlighting implications for teacher preparation programs in addressing this tension.

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探讨职前数学教师平衡学生挣扎与概念注意的观点

研究表明，为学生提供努力学习的机会对学习至关重要，但教师经常面临平衡努力学习与明确关注概念的挑战。本定性研究考察了33名参加教师准备计划的职前数学教师（pst）如何看待提供斗争机会和确保对概念的关注之间的紧张关系。通过分析学生对假想课程的描述，发现了三种类型的教学行为：讲述、支持和保留。研究结果揭示了pst之间关于教学行为如何促进或抑制概念理解的不同观点，突出了教师准备计划在解决这种紧张关系方面的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.