Search results for: McDuffie Amy Roth
Page 1/1 3 items
Using Video Analysis to Support Prospective K-8 Teachers’ Noticing of Students’ Multiple Mathematical Knowledge Bases
Building on research on teacher noticing, this study focused on examining how mathematics teacher educators (MTEs) can support the development of prospective teachers (PSTs’) noticing key aspects of mathematics teaching and learning through a carefully constructed video analysis activity. The authors found that the views expressed in group discussions at the beginning of the semester were not static; PSTs engaged with each other and their instructor to consider the interaction among teaching, students’ perspectives, and students’ MMKB. This finding suggests that PSTs need multiple opportunities to expose and identify their fragmented awareness and to develop more informed and considered perspectives. Discussion with peers as well as input from instructors can help PSTs move toward a greater understanding of the resources available to and used by students. This study provides some understandings of PSTs’ learning through a particular form of approximation and decomposition of practice.
Updated: Mar. 29, 2017
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This research examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. The authors identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work. Findings describe how these connections reflected different points on a learning trajectory.
Updated: Dec. 29, 2015
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Updated: Feb. 16, 2015