Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding
| Autor: | Salvador Llinares, Ceneida Fernández, Gloria Sánchez-Matamoros |
|---|---|
| Přispěvatelé: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica, Investigación y Formación Didáctica |
| Rok vydání: | 2018 |
| Předmět: |
General Mathematics
Teaching method media_common.quotation_subject 05 social sciences Secondary mathematics Students understanding 050301 education Students’ mathematical understanding Prospective secondary teachers Teacher education Education Task (project management) Derivative concept Noticing Didáctica de la Matemática ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Prospective teacher education Mathematics instruction Function (engineering) 0503 education Practical implications 050104 developmental & child psychology media_common |
| Zdroj: | Educational Studies in Mathematics. 100:83-99 |
| ISSN: | 1573-0816 0013-1954 |
| DOI: | 10.1007/s10649-018-9855-y |
| Popis: | This study explores relationships among prospective secondary teachers’ skills of attending to relevant mathematics elements in students’ answers, interpreting students’ mathematical understanding, and proposing instructional actions. Thirty prospective secondary mathematics teachers analyzed three high school students’ answers to three problems of derivatives of a function at a given point and proposed instructional actions to help them progress in their understanding. Findings indicate that the more prospective teachers identified links between the mathematical elements and characteristics of students’ understanding, the more suitable the instructional activities were. Furthermore, our results suggest practical implications for teacher education programs since the type of task presented in this research may help to foster prospective secondary teachers’ noticing of students mathematical understanding. The research reported here was financed in part by Ministerio de Educación y Ciencia, Dirección General de Investigación, Spain, under Grant no. EDU2014-54526-R and EDU2017-87411-R, and in part by Generalitat Valenciana project no. GV/2015/115. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink