Search results for: Stockero Shari L.
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This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.
Updated: May. 21, 2014
The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum
A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course.The quasi-experimental study reported here explores to what extent these changes in reflective abilities can be attributed to the video case curriculum. The study compares the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool.
Updated: Feb. 11, 2009
This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews.The authors conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher.
Updated: Jan. 19, 2009
This article describes the effects of using a video-case curriculum in a university mathematics methods course. The course addressed two issues: how to use the video-case curriculum, and the extent reflection on the teacher practice is affected. Theresults of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
Updated: Nov. 17, 2008