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Journals / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Sayı: 27

How Do Pre-service Elementary Teachers Notice Students’ Algebraic Way of Thinking in Written Works?

Sümeyra DOĞAN COŞKUN
Pages
103–124
Publication Date
2021-07-31
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Specifically, the percentage of pre-service teachers demonstrating robust evidence was greatest in the skill of deciding how to respond, then interpreting, with attending having the lowest percentage of pre-service teachers demonstrating robust evidence.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this embedded-single case study was to examine pre-service elementary teachers’ noticing expertise of students’ algebraic thinking in written works considering three skills: attention to students’ solutions, interpretation of students’ solutions, and deciding how to respond to students’ solutions.
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Key Findings & Data:The participants in this study involved 32 pre-service teachers who were enrolled at an Elementary Teacher Education Program in a public university in Turkey.
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Conclusion & Impact:Specifically, the percentage of pre-service teachers demonstrating robust evidence was greatest in the skill of deciding how to respond, then interpreting, with attending having the lowest percentage of pre-service teachers demonstrating robust evidence.
🔬Design:Research Article
📍Scope:2010 Verileri
⚙️Variables:Algebratic thinking · noticing expertise · pre-service elementary teachers

Abstract

The purpose of this embedded-single case study was to examine pre-service elementary teachers’ noticing expertise of students’ algebraic thinking in written works considering three skills: attention to students’ solutions, interpretation of students’ solutions, and deciding how to respond to students’ solutions. The participants in this study involved 32 pre-service teachers who were enrolled at an Elementary Teacher Education Program in a public university in Turkey. The data were utilized by pre-service elementary teachers’ responses to four students’ solutions to a figural pattern task and were analyzed using the framework developed by Jacobs et al. (2010). The analysis indicated although the pre-service teachers could not provide robust evidence of attention and interpretation, they could be able to provide robust evidence of deciding how to respond. Specifically, the percentage of pre-service teachers demonstrating robust evidence was greatest in the skill of deciding how to respond, then interpreting, with attending having the lowest percentage of pre-service teachers demonstrating robust evidence.

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Cite This Article

COŞKUN, S. D. (2021). How Do Pre-service Elementary Teachers Notice Students’ Algebraic Way of Thinking in Written Works?. Eğitimde Nitel Araştırmalar Dergisi, Sayı: 27, 103–124. https://ajindex.com/articles/662467

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References (12)

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