What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics

Purdum-Cassidy, Barbara; Nesmith, Suzanne M.; Meyer, Rachelle D.; Cooper, Sandi

doi:10.1007/s10857-014-9274-7

Cited by 23 publications

(13 citation statements)

References 33 publications

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“…Many teacher educators teach pre-service teachers how to create a product -a lesson plan comprised of required individual components, such as objectives, materials list, procedures, strategies, assessments, and closures (Drost & Levine, 2015). Despite the explicit teaching of individual lesson plan components, many pre-service teachers struggle with writing and assessing objectives (Jones, et al, 2011;Eun Kyung, 2012), as well as planning effective questions, (Purdum-Cassidy, Nesmith, Meyer & Cooper, 2015), student engagement (Jones, et al, 2011), and instructional strategies (Ruys, Keer, & Aelterman, 2012). Furthermore, pre-service teachers' response to this product-based approach may be primarily one of complying with technical expectations of the required lesson plan components rather than engaging in the complex cognitive processes involved in lesson planning (Tummons, 2010).…”

Section: Pre-service Teachers and Lesson Planningmentioning

confidence: 99%

Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers

Johnson¹,

Schaffer²,

Nix³

et al. 2020

The Nebraska Educator

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Lesson planning is considered an essential skill of teachers. As pre-service teachers first encounter the fundamental principles of planning for instruction, the complexity of planning to support the rigorous learning goals of content, curriculum, and individual student needs could be daunting. The mixed methods study explored how mentoring influenced early-program preservice teachers' self-efficacy (Bandura, 1997) and progression through stages of concerns (Fuller, 1969) in relation to lesson planning. Participants, secondary early-program pre-service teachers enrolled in a Midwestern teacher preparation program, included a target group who received mentoring and a comparison group who did not. Using constant comparison techniques guided by the theoretical frameworks, researchers gathered and analyzed qualitative target group data from participant reflections and mentor conference memos. Researchers collected and analyzed quantitative data using Likert-type survey questions also linked to the frameworks of this study. Integrated findings from the qualitative and quantitative data revealed that when a mentor provided metacognitive modeling, addressed anxiety, recognized incremental victories, and offered focused feedback, pre-service teachers' concerns were addressed and their efficacy increased related to lesson planning.

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Section: Pre-service Teachers and Lesson Planningmentioning

confidence: 99%

Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers

Johnson¹,

Schaffer²,

Nix³

et al. 2020

The Nebraska Educator

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show abstract

Section: Pre-service Teachers and Lesson Planningmentioning

confidence: 99%

The Nebraska Educator, Volume 5

2020

The Nebraska Educator

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EmPOWER is a six-stage writing intervention designed by speech-language pathologists to improve the expository writings of school-aged children with language learning and executive function disabilities. The intervention uses scaffolded instruction to transform struggling students into independent and self-regulating writers by training the students to use a variety of supports (e.g., graphic organizers, checklists) and strategies (e.g., referring back to the writing prompt) throughout the writing process. Many key features of the EmPOWER approach to writing instruction directly support components described in cognitive models of writing, which indicates that EmPOWER is a theory-guided writing intervention that may benefit a wide range of individuals beyond just school-aged children. Thus, this analysis provides an overview of the EmPOWER approach, compares the intervention's key features to the most recent conceptualization of the cognitive mechanisms involved in the writing process, and provides a discussion for adapting EmPOWER to a specific population (i.e., people with aphasia).

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“…Next, a practical implication is for teacher educators to use children's literature as a vehicle to engage preservice and in-service teachers alike in the mathematics teaching and learning dynamic. As the research suggests, exposing them to literature alone in teacher education programs or professional development sessions is not sufficient-teachers must extend the work embedded within literature texts to author mathematics tasks and learning activities, create reform-oriented questions (Purdum-Cassidy et al, 2015), infuse advocacy letter writing in concert with the text's learning goals (Massengale, Childers-McKee, & Benavides, 2014), and develop mathematics writing prompts responsive to the needs of their students. With this case study, children's literature prompted the early childhood education majors to be creative and innovative in their mathematics lesson designs, so teacher educators should capitalize off of literature's creative schemas to extend this work in unique ways.…”

Section: Practicementioning

confidence: 99%

“…On the other hand, preservice elementary teachers generally have an affinity toward children's literature (Purdum-Cassidy et al, 2015). In line with this, the National Council of Teachers of Mathematics (NCTM) encourages the use of literature in mathematics as a medium to address mathematics standards in an ingenious fashion (NCTM, 2000).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

Jett

2018

JoSoTL

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In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

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What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics

Cited by 23 publications

References 33 publications

Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers

Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers

The Nebraska Educator, Volume 5

The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

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