Examining Teacher Candidates' Responses to Errors during Whole-Class Discussions through Written Performance Tasks

Effectively leading whole-class mathematics discussions is made more difficult when students' contributions are incomplete, imprecise, or not yet correct, and not easily correctable--what we call "errors." Through purposefully designed opportunities to investigate, enact, and reflect...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2018
Hauptverfasser:	Baldinger, Erin E, Campbell, Matthew P, Graif, Foster
Format:	Report
Sprache:	eng
Schlagworte:	Classroom Communication Dialogs (Language) Error Correction Error Patterns Mathematics Instruction Mathematics Teachers Preservice Teachers Secondary School Students Secondary School Teachers Student Attitudes Task Analysis Teacher Education Programs Teacher Student Relationship Teaching Methods Teaching Skills Writing (Composition)
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	Effectively leading whole-class mathematics discussions is made more difficult when students' contributions are incomplete, imprecise, or not yet correct, and not easily correctable--what we call "errors." Through purposefully designed opportunities to investigate, enact, and reflect on teaching, teacher candidates (TCs) can develop skill to productively respond to errors in whole-class discussions. We investigate how TCs respond to errors when engaging in a written performance task that calls for TCs to play out discussions in response to a classroom scenario. We consider what the performance task reveals about TCs' practice and perspectives, with implications regarding theory and practice. [For the complete proceedings, see ED606531.]