KaydedilenlerDerginizi ekleyin

Dergiler / Eğitimde Nitel Araştırmalar Dergisi / 2021 / Cilt: 2021 - Sayı: 27

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

Sümeyra DOĞAN COŞKUN
Sayfa
103–124
Yayın Tarihi
2022-10-11
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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 Maddede Bu Makale

🎯
Amaç & Hipotez:The purpose of this embedded-single case study was to examine preservice 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.
📊
Temel Bulgular & Veri: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.
💡
Sonuç & Katkı: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.
🔬Tür:Araştırma Makalesi
📍Kapsam:2010 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The purpose of this embedded-single case study was to examine preservice 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.

🔖

Bu Makaleye Atıf Yap

COŞKUN, S. D. (2022). How Do Pre-service Elementary Teachers Notice Students’ Algebraic Way of Thinking in Written Works. Eğitimde Nitel Araştırmalar Dergisi, Cilt: 2021 - Sayı: 27, 103–124. https://ajindex.com/articles/496947

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (12)

  1. Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93.
  2. Blanton, M. L., & Kaput, J. J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for research in mathematics education, 36(5), 412-446.
  3. Brizuela, B., & Schliemann, A. (2004). Ten-year-old students solving linear equations. For the Learning of Mathematics, 24(2), 33-40.
  4. Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education, 20(4), 309-333.
  5. Chazan, D. (2000). Beyond formulas in mathematics and teaching: Dynamics of the high school algebra classroom. New York, NY: Teachers College Press.
  6. Crespo, S. (2002). Praising and correcting: Prospective teachers investigate their teacherly talk. Teaching and Teacher Education, 18(6), 739-758.
  7. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Ed.). Thousand Oaks, CA: Sage Publications, Inc. Erickson, F. (2011). On noticing teacher noticing. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers' eyes (pp. 17-34).
  8. New York, NY: Routledge. Fernández, C., Llinares, S., & Valls, J. (2013). Primary school teacher’s noticing of students’ mathematical thinking in problem solving. The Mathematics Enthusiast, 10(1), 441-468.
  9. Ginsburg, H. (1997). Entering the child's mind: The clinical interview in psychological research and practice. New York, NY: Cambridge University Press.
  10. Goldsmith, L. T., Seago, N. (2011). Using classroom artifacts to focus teachers’ noticing affordances and opportunities. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers eyes (pp. 169-187).
  11. New York, NY: Routledge. Ivars, P., Fernández, C., Llinares, S., & Choy, B. H. (2018). Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers’ professional discourse. EURASIA Journal of Mathematics, Science and Technology Education, 14(11), em1599. Jacobs, V. R., & Ambrose, R. C. (2008). Making the most of story problems. Teaching children mathematics, 15(5), 260-266.
  12. Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for research