Pre-service Mathematics Teachers’ Noticing Skills and Scaffolding Practices

Kılıç, Hülya

doi:10.1007/s10763-016-9784-0

Cited by 29 publications

(16 citation statements)

References 31 publications

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“…Regarding the impact of intervention, and intervention studies focusing on the interpretation strategies of preservice mathematics teachers, it was consistently found that these strategies could be improved. Moreover, regarding the types of intervention used (Stahnke, Schueler, & Roesken-Winter, 2016), studies exploring professional noticing relied either on students' written work (Jakobsen, Ribeiro, & Mellone, 2014), observational videos (Kersting, 2008;Norton, McCloskey, & Hudson, 2011;König, Blömeke, Klein, Suhl, Busse, & Kaiser, 2014;Knievel, Lindmeier, Heinze, 2015;Osmanoglu, Isiksal, & Koc, 2015;Schäfer & Seidel, 2015), or both (Kilic, 2018). In summary, most of the studies exploring preservice teachers' interpretation of student mathematical reasoning used students' written work.…”

Section: Preservice Teachers' Interpretations Of Student Mathematical Reasoningmentioning

confidence: 99%

“…Also, showing students' written work can impact preservice teachers' interpreting skills differently since preservice teachers can see students' work for longer periods of time rather than momentarily. Therefore, these types of artifacts might have an impact on interpreting strategies (Kersting, 2008;Jakobsen et al, 2014;Kilic, 2018). These findings are not surprising; the literature indicates that defining (Stahnke et al, 2016) and measuring (Nickerson, Lamb, & LaRochelle, 2017) teachers' professional noticing and using videobased assessments (Kaiser, Busse, Hoth, König, & Blömeke, 2015) could have obstacles.…”

Section: In Terms Of Interpreting Students' Mistakes and Misconceptionsmentioning

confidence: 99%

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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: In Terms Of Interpreting Students' Mistakes and Misconceptionsmentioning

confidence: 99%

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

Ersari

2021

E-Kafkas Eğitim Araştırmaları Dergisi

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“…The system of this study was mainly a scaffolding design (Korhonen, Ruhalahti, & Veermans, 2018). Currently, some studies have indicated that teachers' scaffolding (Kilic, 2018), guidance from parents (Lin & Liu, 2012), and learning from peers (Agrawal, Nandanwar, & Musti, 2017) can all be seen as guided strategies. In addition, they can also be guided in the construction of their programs through computer scaffolding for program construction (Lye & Koh, 2014).…”

Section: Theoretical Basis and System Developmentmentioning

confidence: 99%

Incorporation of Collaborative Problem Solving and Cognitive Tools to Improve Higher Cognitive Processing in Online Discussion Environments

2019

Journal of Educational Computing Research

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During collaborative learning in online learning communities, teachers usually guide their students through the learning process by means of discussion-based didactics. According to relevant research, an uncontrolled, nonintrusive discussion environment is usually insufficient for promoting higher cognitive processing (HCP). To address this insufficiency, we adopted a collaborative problem solving approach as a teaching strategy to tutor students in online discussion activities using concept maps as a cognitive tool and using Facebook for communication within the learning community. We examined the system using quantitative content analysis and lag sequential analysis to verify the feasibility of the system for improving HCP. The results of this study indicate that the system is capable of guiding cognition and improving HCP. However, the results with respect to improvement must be evaluated after taking into account the appropriateness and difficulty of the questions that were posed to the learners. Moreover, by incorporating a scaffolding function as a teaching strategy and through the application of cognitive tools, learners were better able to concentrate on the learning activities.

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“…Finalmente, la reflexión sobre el aspecto ecológico del dispositivo sugiere que este tipo de acciones formativas, que fomenten el desarrollo de la competencia de reflexión para potenciar el desarrollo profesional, deberían incluirse en la jornada laboral de los docentes (Kilic, 2016;Llinares y Valls, 2010;Mellone, 2011), al igual que en países como Japón, debido al impacto que tienen en la enseñanza.…”

Section: Reflexión Sobre La Idoneidad Del Propio Dispositivo Conclusunclassified

Desarrollando la competencia de reflexión didáctico-matemática en un curso de posgrado mediante la discusión de la idoneidad didáctica de una experiencia de enseñanza

Beltrán-Pellicer

Giacomone

2018

REDIMAT

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This paper describes the design, implementation, and evaluation of a formative intervention in a virtual postgraduate course on Mathematics Education, aimed to the professional development of both teachers and researchers. The objective is to introduce the participants to the developing of reflective practice competence, applying the notion of didactical suitability as a theoretical and methodological framework. The research methodology is qualitative, exploratory, and interpretative. The results show the categories arising from the analysis of the collected data, among which should be remarked the importance of being able to reflect in a professional way and the fact of being competent on the use of frameworks which guide and support it.

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Pre-service Mathematics Teachers’ Noticing Skills and Scaffolding Practices

Cited by 29 publications

References 31 publications

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

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

Incorporation of Collaborative Problem Solving and Cognitive Tools to Improve Higher Cognitive Processing in Online Discussion Environments

Desarrollando la competencia de reflexión didáctico-matemática en un curso de posgrado mediante la discusión de la idoneidad didáctica de una experiencia de enseñanza

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