Search results for: Spitzer Sandy M.
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The purpose of this study was to examine prospective elementary teachers’ conceptions and values about the learn-from-teaching (LFT) skills and model hold about these skills. The authors argue that PTs had a high level of procedural knowledge. However, their conceptions were not always productive in terms of promoting systematic lifelong learning. In The authors try to explain why PTs may have held these conceptions by suggesting three conjectures.
Updated: Feb. 13, 2018
Developing Prospective Elementary Teachers’ Abilities to Identify Evidence of Student Mathematical Achievement
In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.
Updated: Sep. 03, 2012
Prospective Middle School Mathematics Teachers’ Reflective Thinking Skills: Descriptions of Their Students’ Thinking and Interpretations of Their Teaching
In this study, the authors examined prospective middle school mathematics teachers’ reflective thinking skills. The authors' goal was to identify variations among prospective teachers’ descriptions of students’ thinking and frequency of their interpretations about how teaching affected their students’ learning. 33 participants responded to open-ended questionnaires or interviews that elicited reflections on their own teaching practice.
Updated: Jun. 15, 2009