Preservice Mathematics Teachers’ Selective Attention and Professional Knowledge–Based Reasoning About Students’ Statistical Thinking

Shin, Dongjo

doi:10.1007/s10763-020-10101-w

Cited by 14 publications

(16 citation statements)

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“…In this way, pre-service teachers' increased knowledge of students' reasoning may have promoted a more detailed analysis of students' solutions in the post-interviews. Since noticing of student thinking requires content-specific professional knowledge (Sanchez-Matamoros et al, 2015), courses focus on professional knowledge in particular domains should be incorporated into teacher education programs to help pre-service teachers strengthen their ability to reason about students' mathematical thinking (Shin, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Hence, in the literature, there are various studies in which pre-service teachers' professional noticing skills were explored in different mathematical contents such as pattern generalization (Callejo & Zapatera, 2017); solving equations (Monson et al, 2020); derivative (Sánchez-Matamoros et al, 2015); fractions (Ivars et al, 2020); geometry (Baldinger, 2019;Ulusoy & Çakıroğlu, 2020); statistics (Shin, 2020;; exponents (Ulusoy, 2020) and arithmetic (Fisher et al, 2018;Jacobs et al, 2010;Schack et al, 2013;Warshauer et al, 2021). In these studies, researchers asked pre-service teachers to reflect on students' mathematical thinking through students' written work (Baldinger, 2019;Callejo & Zapatera, 2017;Ivars et al, 2020;Monson et al, 2020;Sánchez-Matamoros et al, 2015;Shin, 2020), class videos (Shin, 2021;Ulusoy, 2020;Warshauer et al, 2021) and video excerpts of clinical interviews (Fisher et al, 2018;Schack et al, 2013;Ulusoy & Çakıroğlu, 2020;Warshauer et al, 2021), or both student work and video clips (Jacobs et al, 2010). Consequently, pre-service teachers' noticing of student thinking was explored in specific content domains of mathematics.…”

Section: Rationale Of the Studymentioning

confidence: 99%

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Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Işıksal-Bostan

2021

EUR J SCI MATH ED

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This study examined how the levels-of-sophistication framework supports pre-service mathematics teachers' professional noticing of students' reasoning about length measurement. Three pre-service teachers were asked to analyse students' written solutions in the tasks that reflected different characteristics of students' reasoning before and after participating in an intervention based on the "Levels of Sophistication in Students' Reasoning about Length" (Battista, 2006) conceptual framework The findings indicated that the levels-of-sophistication framework enabled the pre-service teachers to give their full attention to students' mathematical understanding and to provide proper instruction to support students' learning and hence, it had a significant role in the improvement of the professional noticing skills of these pre-service teachers. Thus, it is suggested that the levels-of-sophistication framework can be used to support pre-service teachers' professional noticing skills and to better prepare them to teach length measurement based on students' reasoning.

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Section: Discussionmentioning

confidence: 99%

Section: Rationale Of the Studymentioning

confidence: 99%

Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Işıksal-Bostan

2021

EUR J SCI MATH ED

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“…Indeed, objective assessments revealed inadequate preservice teachers' foundational knowledge in statistics, especially at higher levels of statistical inquiry (Lovett & Lee, 2017). Shin (2021) further found that preservice teachers drew largely on mathematical pedagogical knowledge unrelated to statistical thinking when noticing statistics classroom interactions, suggesting an imbalance in their training of content-specific pedagogical knowledge. In short, students may not fully experience the unique rigors of thinking about data when learning within a mathematics curriculum.…”

Section: Learning About Data In Elementary Mathematicsmentioning

confidence: 96%

Learning data science in elementary school mathematics: a comparative curriculum analysis

2023

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Background Data literacy is increasingly important in today’s data-driven world. Students across many educational systems first formally learn about data in elementary school not as a separate subject but via the mathematics curriculum. This experience can create tensions in the priorities of learning and assessment given the presence of other foundational mathematics content domains such as numbers, algebra, measurement, and geometry. There is a need to study data literacy in comparison to these other content domains in elementary mathematics. To address this need, we developed a methodology motivated by thinking curriculum theory and aligned with international assessment framework, for comparative analysis across mathematics content domains. This methodology examined increasing levels of cognitive domains from knowing to applying to reasoning across mathematics content domains. Intended, assessed, and attained curricula were analyzed using Singapore as a case study, combined with broader comparisons to attainments in four East Asian countries in TIMSS, an international large-scale assessment. Results We found that learning in the data domain had very limited coverage in intended and assessed curricula in Singapore. However, compared to other mathematics content domains, the data curriculum placed heavier emphasis on higher-order cognitive domains including the use of generally difficult mixed data visualizations. This demanding curriculum in Singapore was associated with the highest attainment in the data domain among average 4th grade Singaporean students relative to students in four East Asian countries in TIMSS, as analyzed by quantile regression. However, lower-performing Singaporean students at the 10th percentile generally did not outperform their East Asian peers. We further found very limited applications of data in other mathematics domains or cross-domain learning more generally. Conclusion Our study offers a comparative analysis of the data curriculum in elementary school mathematics education. While the data curriculum was cognitively demanding and translated to very high average attainments of Singaporean students, the curriculum did not equally help weaker Singaporean students, with implications on current discourse on equity–excellence trade-off in science, technology, engineering, and mathematics (STEM) education. Our study further highlights the lack of cross-domain learning in mathematics involving data. Despite the broad applicability of data science, elementary school students’ first formal experience with data may lack emphasis on its cross-domain applications, suggesting a need to further integrate data skills and competencies into the mathematics curriculum and beyond.

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“…Most of these studies were intervention studies that explore how a particular intervention helped pre-service and in-service teachers improve their strategic noticing skills. Interventions may include any of the following: a) Training as instruction modules (Krupa, Huey, Lesseig, Casey, & Monson, 2017;Fisher, Thomas, Schack, Jong, & Tassell, 2018;Smith, Beattie, Ren, & Heaton, 2020), b) Clinical interviews (van den Kieboom, Magiera, & Moyer, 2017;Shin, 2021), c) Coding transcripts (Scherrer & Stein, 2013;Mitchell & Marin, 2015), and d) Formative intervention (Tunney & van Es, 2016).…”

Section: Preservice Teachers' Interpretations Of Student Mathematical Reasoningmentioning

confidence: 99%

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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Preservice Mathematics Teachers’ Selective Attention and Professional Knowledge–Based Reasoning About Students’ Statistical Thinking

Cited by 14 publications

References 40 publications

Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Supporting Pre-service Mathematics Teachers’ Professional Noticing of Students’ Reasoning About Length

Learning data science in elementary school mathematics: a comparative curriculum analysis

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

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