Filling a "Void": The Mathematical Quality in Planning Protocol for Mathematics Teacher Educators

Autor/inn/en	Voogt, Kevin; Bieda, Kristen
Titel	Filling a "Void": The Mathematical Quality in Planning Protocol for Mathematics Teacher Educators
Quelle	In: Mathematics Teacher Educator, 11 (2022) 1, S.26-39 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Beginning Teachers; Mathematics Teachers; Teacher Educators; Educational Quality; Lesson Plans; Pedagogical Content Knowledge; Mathematics Instruction; Problem Solving; Preservice Teacher Education; Preservice Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Quality of education; Bildungsqualität; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Problemlösen; Lehramtsstudiengang
Abstract	This article explores one novice mathematics teacher educator's initial use of the Mathematical Quality in Planning Protocol, an innovative tool that was developed to assist in providing feedback on the mathematical quality of novice mathematics teachers' lesson plans. The protocol was devised to help mathematics teacher educators bridge the gap between prospective teachers' mathematical content knowledge and their mathematical content knowledge for teaching. Results of our analysis on an initial use of the protocol point to its potential as a tool to help mathematics teacher educators direct their feedback from being overly focused on the pedagogical aspects of the lesson (e.g., timing, planned activities) to the mathematical content prospective teachers are attempting to teach (e.g., anticipated student solutions, problem-solving strategies). (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01