{"title":"职前数学教师的生产性斗争经验","authors":"Z. Rahman","doi":"10.1080/00131725.2022.2072033","DOIUrl":null,"url":null,"abstract":"Abstract Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs’ engagement with productive struggle in a mathematics methods course. PSTs critiqued high cognitive demand tasks, planned and implemented them, and reflected on their experience focusing on productive struggle. Findings have implications for mathematics teacher preparation.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"112 - 130"},"PeriodicalIF":1.5000,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pre-Service Mathematics Teachers’ Experience with Productive Struggle\",\"authors\":\"Z. Rahman\",\"doi\":\"10.1080/00131725.2022.2072033\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs’ engagement with productive struggle in a mathematics methods course. PSTs critiqued high cognitive demand tasks, planned and implemented them, and reflected on their experience focusing on productive struggle. Findings have implications for mathematics teacher preparation.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":\"87 1\",\"pages\":\"112 - 130\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-04-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2022.2072033\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2022.2072033","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Pre-Service Mathematics Teachers’ Experience with Productive Struggle
Abstract Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs’ engagement with productive struggle in a mathematics methods course. PSTs critiqued high cognitive demand tasks, planned and implemented them, and reflected on their experience focusing on productive struggle. Findings have implications for mathematics teacher preparation.
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