Developing Prospective Teachers’ Ability to Diagnose Evidence of Student Thinking: Replicating a Classroom Intervention

Phelps-Gregory, Christine Marie; Spitzer, Sandy M.

doi:10.1007/978-3-319-66327-2_12

Cited by 4 publications

(5 citation statements)

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“…The literature (e.g., Didis, Erbas, Cetinkaya, Cakiroglu, and Alacaci, 2016;Simpson & Haltiwanger, 2017;Phelps-Gregory & Spitzer, 2018;Dindyal, Schack, Choy, & Sherin, 2021) which focuses on preservice teachers' interpretations of student mathematical reasoning, consists of the themes as follows:…”

Section: Preservice Teachers' Interpretations Of Student Mathematical Reasoningmentioning

confidence: 99%

“…In the literature, some of the studies about the aspects of student mathematical reasoning have focused on specific content or a specific process (Dindyal et al, 2021) such as fractions (Dreher and Kuntze, 2015), proportional reasoning (Hines & McMahon, 2005;Fernández, Llinares, & Valls, 2013;Son, 2013), pattern generalization (Callejo & Zapatera, 2017), modeling tasks (Didis et al, 2016), the derivative concept (Sánchez-Matamoros, Fernández, & Llinares, 2015), decimals (Jong, Thomas, Fisher, Schack, Davis, Bickett, 2017), early numeracy (Schack et al, 2013), and the equal sign (van den Kieboom et al, 2017). Other studies have investigated the improvement of their interpretation strategies with different content over a period of time (Ingram, 2014;McDuffie, Foote, Bolson, Turner, Aguirre, Bartell, …& Land, 2014;Santagata & Yeh, 2016;Ulusoy, 2016;Amador, Carter, Hudson, & Galindo, 2017;Superfine, Fisher, Bragelman, Amador, 2017;Teuscher, Leatham, Peterson, 2017;Phelps-Gregory & Spitzer, 2018).…”

Section: Aspects Of Student Mathematical Reasoning That Were Explored/interpreted By Preservice Teachersmentioning

confidence: 99%

“…The preservice teacher did not provide detailed explanations of students' reasonings when watching NCTM videos even though she solved all the tasks in multiple ways and explained the key concepts while solving the problems before watching the videos. The literature has also shown that preservice teachers might struggle to provide details about students' reasoning (Didis et al, 2016;Phelps-Gregory & Spitzer, 2018).…”

Section: In Terms Of Interpreting the Differences Between Students' Reasoningmentioning

confidence: 99%

See 2 more Smart Citations

Examination of a middle School mathematics preservice teacher’s interpretation skills

Ersari

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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This study aims to explore one preservice teacher's interpretation of student mathematical thinking using pattern recognition and linear function tasks. Specifically, the research question for this study was as follows: How does a preservice middle grade mathematics teacher interpret student mathematical thinking using tasks designed to test students' pattern recognition and linear function abilities? The preservice teacher, Amy, was a middle school preservice teacher from the Mathematics and Science Education Department of a major land-grant university in the southeastern Unites States. The data consists of Amy's responses during a face-to-face, semi-structured interview, written work she produced during the interview, and a careful analysis of a transcript of the interview. With regards to interpreting important mathematical ideas in students' work in the National Council of Teachers of Mathematics [NCTM] videos, this study found that the preservice teacher provided explanations of specific important mathematical ideas and their meaning. When the preservice teacher interpreted students' mistakes or misconceptions, she explained the misconceptions mathematically rather than providing specific examples from the video. In terms of interpreting the similarities between students' reasoning, the preservice teacher's description of the similarities between students' reasoning was broad. Depending on the task and how many times she watched the videos, either one or two times, the extent to which she provided evidence varied when she interpreted the differences between students' reasoning. This study revealed that the strength of the preservice teacher's interpretation strategies varied depending on the tasks. The preservice teacher did not provide detailed explanations of students' reasonings when watching NCTM videos even though she solved all the tasks in multiple ways and explained the key concepts while solving the problems.

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Section: Preservice Teachers' Interpretations Of Student Mathematical Reasoningmentioning

confidence: 99%

Section: Aspects Of Student Mathematical Reasoning That Were Explored/interpreted By Preservice Teachersmentioning

confidence: 99%

Section: In Terms Of Interpreting the Differences Between Students' Reasoningmentioning

confidence: 99%

See 1 more Smart Citation

Examination of a middle School mathematics preservice teacher’s interpretation skills

Ersari

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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“…Despite its importance, there is insufficient development of diagnostic competence, and, subsequently, many teachers do not design and implement diagnostic assessments to evaluate individual students' skills and levels of understanding [10,12]. Furthermore, teacher educators argue that many teachers start their teaching careers with less training on assessment issues compared to other discipline-specific areas [37].…”

Section: Teachers' Diagnostic Competencementioning

confidence: 99%

“…There have been recent studies on teacher education investigating beginning teachers' diagnostic competency to analyze student thinking, e.g., [12,13]. However, these studies paid relatively little attention to preservice teachers' ability to design and evaluate diagnostic assessment items beyond their use of predetermined categories, terms, or concepts to analyze individual students' performances.…”

Section: Introductionmentioning

confidence: 99%

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

2021

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In this study, we explored elementary preservice teachers’ (PSTs’) competence to make diagnostic inferences about students’ levels of understanding of fractions and their approaches to developing appropriate tiered assessment items. Although recent studies have investigated beginning teachers’ diagnostic competency, teachers’ ability to design and evaluate diagnostic assessment items has remained largely underexplored. Fifty-seven PSTs, who enrolled in a mathematics methods course at a midwestern university in the U.S., participated in developing and attempting to differentiate diagnostic assessment items considering individual students’ varied levels of understanding. An inductive content analysis approach was used in identifying general patterns of PSTs’ approaches and strategies in designing and revising tiered assessment items. Our findings revealed the following: (a) the PSTs were well versed in students’ cognitive difficulties; (b) when modifying the core questions to be more or less difficult, the PSTs predominantly used strategies related to procedural fluency of the questions; and (c) some strategies PSTs used to modify questions did not necessarily yield the intended level of difficulty. Further, we discussed the challenges and opportunities teacher education programs face in teaching PSTs how to effectively design tiered assessment items.

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Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

Larrain

Kaiser

2022

J Math Didakt

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Understanding students’ thinking and learning processes is one of the greatest challenges teachers face in the classroom. Misconceptions and errors have the potential to be a rich source of information for identifying students’ thinking and reasoning processes. However, empirical studies show that pre-service teachers (PSTs) and teachers find it challenging to focus their interpretations and pedagogical decisions on students’ thinking processes when they identify students’ mathematical errors.Based on the theoretical approach of noticing, the study described in this paper examines primary PSTs’ diagnostic competence in error situations before and after they participated in a seminar sequence implemented at several Chilean universities. Our analyses focus on PSTs’ competence with regard to formulating hypotheses about the causes of students’ errors. The proposed hypotheses were categorized into those that attributed errors to students’ lack of conceptual understanding, those that explained errors in terms of lack of procedural understanding, and those that assumed a failure of instructional strategies. In addition, the relationships between PSTs’ diagnostic competence, their beliefs and university learning opportunities were examined. The results indicate that PSTs’ diagnostic competence in error situations and the changes of this competence were related to PSTs’ beliefs, practical experiences, and learning opportunities. Overall, the findings suggest that it is possible to promote changes on PSTs’ diagnostic competence during initial teacher education. The paper concludes with implications for teacher education and future research.

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Developing Prospective Teachers’ Ability to Diagnose Evidence of Student Thinking: Replicating a Classroom Intervention

Cited by 4 publications

References 24 publications

Examination of a middle School mathematics preservice teacher’s interpretation skills

Examination of a middle School mathematics preservice teacher’s interpretation skills

Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions

Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers

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