Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting

Lim, Woong; Roberts-Harris, Deborah; Kim, Heejeong

doi:10.1007/978-3-319-62692-5_14

Cited by 7 publications

(4 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Scriptwriting tasks, which describe imagined student-teacher interactions (Zazkis & Marmur, 2018), are an example of both representations and approximations of practice (Campbell & Baldinger, 2022;Lim et al, 2018). A scriptwriting task involves teacher educators creating and sharing a classroom scenario (a representation of practice), then prospective teachers writing a script about how the interaction may proceed (an approximation of practice).…”

Section: Enhancing Prospective Teachers' Support For Student Mathemat...mentioning

confidence: 99%

“…The scriptwriting home assignments served as important representations and approximations of teaching practice(Campbell & Baldinger, 2022;Lim et al, 2018) that allowed prospective teachers to repeatedly rehearse supporting student reasoning. Scriptwriting can be a tool to support novices as they learn more complex forms of mathematics teaching(Crespo et al 2018).…”

mentioning

confidence: 99%

“…Feedback and subsequent revision might also contribute to the improvement of prospective teachers' abilities in supporting student reasoning Lim et al (2018). argue that prospective teachers can develop skills for generating dynamic classroom discourse in their scripts through a cycle of feedback and revision with scripting exercises.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Abdelmalak

2024

Preprint

View full text Add to dashboard Cite

The purpose of this study was to investigate whether a TMSSR (Teacher Moves for Supporting Student Reasoning)-based intervention could enhance prospective middle school teachers' abilities for supporting student reasoning on quadratic functions. Participants (N = 17) engaged with quadratic functions, practiced the TMSSR framework through scriptwriting assignments, received feedback and revised their scripts, compared and contrasted scenarios, and discussed ways to achieve high-potential moves during the intervention. Data sources included participants' pre/post scriptwriting tasks along with take-home assignments across the intervention. Results indicated the TMSSR-based intervention was effective in improving prospective teachers' repertoire of high-leverage moves for eliciting, responding to, facilitating, and extending student mathematical reasoning. Specific areas of improvement included eliciting understanding, promoting error correction, providing guidance, encouraging reflection, and pressing for generalizations. This study suggests a framework that mathematics teacher educators can use to improve prospective teachers' abilities for supporting student reasoning.

show abstract

Section: Enhancing Prospective Teachers' Support For Student Mathemat...mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Abdelmalak

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Biza and Nardi (2020) incorporated a scripting approach into their research on how prospective teachers reflect on mathematical content and how it is taught, illustrating the importance of a teacher's questioning techniques on student (dis)engagement and, more broadly, the value of scriptwriting in teacher education. In a case study of two prospective teachers, Lim et al (2018) examined learning trajectories for orchestrating productive mathematics discussions based on the frameworks from Stein (2011) andHufferd-Ackles et al (2004), which do not have an explicit focus on mathematical reasoning.…”

Section: Examining Prospective Teacher Moves For Supporting Reasoningmentioning

confidence: 99%

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Shure

Liljedahl

2023

J Math Teacher Educ

View full text Add to dashboard Cite

The development of mathematical reasoning skills has increasingly been of focus for the teaching and learning of mathematics. This research utilizes a teaching simulation using the methodology of scriptwriting, in which prospective teachers are asked to complete a script of a dialogue from a classroom simulation involving fraction multiplication and division with justification, assisting fictional students to work through their difficulties and helping them to justify their reasoning. Such tasks allow for the examination of the prospective teacher moves to support student reasoning through their imagined action and choice of words. Scripts from forty-one prospective primary teachers were examined for the study, and five clusters based on the type of teacher move for supporting student reasoning were found. Overall, the prospective teachers emphasized the elicitation and facilitation of students’ ideas. The cluster analysis, however, provided a nuanced examination of the cohort’s teacher moves. While cluster one saw the highest incident of eliciting teacher moves, albeit only in the low potential category, clusters two and three mostly used facilitating teacher moves, but varied in their use of high and low potential moves. Cluster four concentrated moves on facilitating, eliciting, and responding to student reasoning. Cluster five employed teacher moves from all main categories, with some instances of high potential moves in all categories except extending student reasoning, which can better support reasoning. The prospective mathematics teachers’ scripts and the five clusters that were found during analysis are discussed with implications for future teacher education and the support of building mathematical reasoning.

show abstract

How Digital Storyboards Support the Transaction of Practice: The Semiotic Infrastructure of Representations of Practice

Herbst,

Chazan,

Schleppegrell

2023

Springer International Handbooks of Education

View full text Add to dashboard Cite

Preservice Teachers’ Learning Paths of Classroom Discourse Through Scripting

Cited by 7 publications

References 20 publications

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

How Digital Storyboards Support the Transaction of Practice: The Semiotic Infrastructure of Representations of Practice

Contact Info

Product

Resources

About