Mathematics teacher educators’ addressing the common core standards for mathematical practice in content courses for prospective elementary teachers: A focus on critiquing the reasoning of others

Max, Brooke; Welder, Rachael M.

doi:10.54870/1551-3440.1505

Cited by 4 publications

(5 citation statements)

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“…With the course designer role, a MTE has responsibilities such as designing and structuring courses at the university level. These courses include content courses (Li & Superfine, 2018;Approva & Taylor, 2019;Max & Welder, 2020) and methods courses (Kastberg, Tyminski & Sanchez, W. B., 2017;Lynch, 2017;Durkee, 2019).…”

Section: Professional Roles and Responsibilities Of Teacher Educatorsmentioning

confidence: 99%

The Perspective of the Mathematics Teacher Educator on the Design of Mathematics Teaching Method Courses for Elementary Teacher Candidates

ASLAN¹,

Özmantar²

2022

eqr

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This study examines the perspective of a mathematics teacher educator (MTE) regarding the design and structuring of mathematics teaching method course in the elementary teaching education program. The research was designed as a single case study. The case was a teacher educator who has been delivering mathematics methods course for elementary teacher candidates for 10 years. The data were collected through an in-depth interview on items placed in a questionnaire. The thematic analysis method was used for data analysis. The focus of our analysis is on MTE's perspective as a course designer and practitioner for the mathematics teaching method course. Our findings show that this course has a nature in design and structuring and that the teacher trainer builds on these four arguments, namely value judgments, resources, big ideas, and professed practices while supporting the mathematics teaching development of prospective elementary teachers. Based on the findings, we discuss the interactions among these four arguments. In addition, it is examined whether there is a perspective in the design and structuring of the mathematics teaching course among teacher educators who deliver this course.

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Section: Professional Roles and Responsibilities Of Teacher Educatorsmentioning

confidence: 99%

The Perspective of the Mathematics Teacher Educator on the Design of Mathematics Teaching Method Courses for Elementary Teacher Candidates

ASLAN¹,

Özmantar²

2022

eqr

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“…When examined in the context of the habit of building rules to represent functions, it is seen that both students have a similar number of codes. Max & Welder (2020) concluded that the features in the subcategories of algebraic habits of the mind are interrelated. He stated that one of the related sub-categories is the describing change with predicting patterns.…”

Section: Dr-d Dmentioning

confidence: 99%

“…In addition, it is seen that the habit of building rules to represent functions is frequently encountered when the answers given by the students to both problems regarding describing a rule are examined. Similarly, Magiera, Kieboom and Moyer (2017) and Max & Welder (2020) stated that pre-service teachers and students did not have any difficulties in describing a rule and determining the problems made in the context of the habit of building rules to represent functions. However, it is similar to the findings of the study, which they found insufficient to confirm and justify the rule.…”

Section: Dr-d Dmentioning

confidence: 99%

“…On the other hand, there was less finding about justifying shortcuts made by students. Similarly, Max & Welder (2020) justifying shortcuts stated that they should make generalizations about the operations performed to verify computational shortcuts. For this reason, in studies in the literature (Simon & Blume, 1996;Herbst & Chazan, 2011;Cai, Morris, Hohensee, Hwang, Robison, Cirillo, Kramer, Hiebert & Bakker; similar to the findings.…”

Section: Dr-d Dmentioning

confidence: 99%

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Examining Algebraic Habits of the Mind through a Problem Solving: Elementary School Example

Aslan¹,

Özmusul²

2022

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

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“…In the last five years, research on adaptive reasoning proficiency commonly analyzed descriptively or through correlational relationships to other mathematical skills (Goldstone et al, 2017;Awofala, 2017;McFeetors & Palfy, 2018;Lepak et al, 2018;Max & Welder, 2020;Víquez, 2022). Instead, this study emphasizes graphical analysis of the relationship between adaptive reasoning ability and initial statistical competence using correspondence analysis by first creating categorical variables through k-means clustering.…”

Section: Introductionmentioning

confidence: 99%

Exploratory Analysis on Adaptive Reasoning of Undergraduate Student in Statistical Inference

Lestari¹,

Utami²,

Yudhanegara³

2022

INT J INSTRUCTION

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In statistical inference, adaptive reasoning is defined as logical thinking to determine what can be inferred from data or statistical results and whether the justifications led to valid conclusions. Accordingly, adaptive reasoning is a mathematical proficiency required in statistical inference. This study aims to discover the association between adaptive reasoning and the initial statistical competence of undergraduate students. For this purpose, we performed mixedmethods research conducted by sequential exploratory analysis. This study involved 66 participants selected from undergraduate students in the Statistical Inference course offered by the mathematics education department at one university in Indonesia. The qualitative result describes the characteristics of students' adaptive reasoning proficiency at each grade. The proportion of students from grade 1 to grade 4 is 4.55%, 21.21%, 48.48%, and 25.76%, respectively. The quantitative result based on the chi-squared statistics test shows a significant association between adaptive reasoning proficiency and initial statistical competence. The correspondence analysis solution depicts that a high level of statistical competence is strongly associated with a high grade of adaptive reasoning proficiency, and conversely. Generally, the results provide evidence that the mastery of initial statistical competence is an important aspect in developing students' adaptive reasoning proficiency. The study provides some recommendations that will benefit the lecturer to develop adaptive reasoning proficiency in the Statistical Inference courses.

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Mathematics teacher educators’ addressing the common core standards for mathematical practice in content courses for prospective elementary teachers: A focus on critiquing the reasoning of others

Cited by 4 publications

References 0 publications

The Perspective of the Mathematics Teacher Educator on the Design of Mathematics Teaching Method Courses for Elementary Teacher Candidates

The Perspective of the Mathematics Teacher Educator on the Design of Mathematics Teaching Method Courses for Elementary Teacher Candidates

Examining Algebraic Habits of the Mind through a Problem Solving: Elementary School Example

Exploratory Analysis on Adaptive Reasoning of Undergraduate Student in Statistical Inference

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