Developing Skills for Exploring Children's Thinking from Extensive One-on-One Work with Students

Autor/inn/en	Webel, Corey; Yeo, Sheunghyun
Titel	Developing Skills for Exploring Children's Thinking from Extensive One-on-One Work with Students
Quelle	In: Mathematics Teacher Educator, 10 (2021) 1, S.84-102 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Mathematics Instruction; Thinking Skills; Teaching Methods; Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Methods Courses; Elementary School Teachers; Teacher Student Relationship; Elementary School Students; Skill Development; Futures (of Society); Video Technology; Program Descriptions; Student Attitudes; Student Centered Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Future; Society; Zukunft; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a "Math Buddy") on mathematics for 30 minutes per day. We focus on the development of PSTs' skills for exploring children's thinking and the structures and tools that we used to support this development. Data sources include screencast recordings of interactions with Math Buddies and written reflections completed by PSTs. Although the responsiveness of interactions varied across individuals and interactions, in general, PSTs showed improvements in exploring children's thinking. We share implications of these findings for similar field experience models and for practice-based approaches to teacher education generally. (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