Examining preservice teachers’ noticing of equity-based teaching practices to empower students engaging in productive struggle

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hiroko K. Warshauer , Christin Herrera , Shawnda Smith , Christina Starkey
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引用次数: 1

Abstract

Our study examined ways preservice teachers (PSTs) make connections between teaching practices and use of student resources that support productive struggle and promote equity. Our research questions are: (1) How do PSTs notice and describe the equity-based mathematics teaching practice of leveraging student resources to support student struggles? and (2) In what ways do PSTs make connections to and interpret the role student resources play in the resolution of students’ mathematical struggles? The qualitative study examined 39 PSTs in a mathematics content course for PSTs. Data come from a video analysis assignment where PSTs described their mathematical interpretations of the student struggle(s) and teacher’s use of student resources to support the struggle resolution. Findings show that PSTs noticed teacher moves that leveraged student’s mathematical thinking and linguistic funds of knowledge and based the productive level of the struggle on actions built upon peers, linguistic knowledge and prior mathematical knowledge.

考察职前教师对基于公平的教学实践的注意,以增强学生参与生产性斗争的能力
我们的研究考察了职前教师如何将教学实践与学生资源的使用联系起来,以支持生产性斗争并促进公平。我们的研究问题是:(1)PST如何注意和描述利用学生资源支持学生斗争的基于公平的数学教学实践?(2)PST以何种方式与学生资源在解决学生数学难题中所起的作用联系起来并加以解释?这项定性研究调查了一门数学内容课程中的39个PST。数据来自一项视频分析作业,其中PST描述了他们对学生斗争的数学解释,以及教师使用学生资源来支持斗争解决方案。研究结果表明,PST注意到教师的动作利用了学生的数学思维和语言知识,并将斗争的生产水平建立在基于同伴、语言知识和先前数学知识的行动之上。
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来源期刊
Journal of Mathematical Behavior
Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
17.60%
发文量
69
期刊介绍: The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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