Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2009-04

AUTHORS

Amanda Jansen, Sandy M. Spitzer

ABSTRACT

In this study, we examined prospective middle school mathematics teachers’ reflective thinking skills to understand how they learned from their own teaching practice when engaging in a modified lesson study experience. Our goal was to identify variations among prospective teachers’ descriptions of students’ thinking and frequency of their interpretations about how teaching affected their students’ learning. Thirty-three participants responded to open-ended questionnaires or interviews that elicited reflections on their own teaching practice. Prospective teachers used two forms of nuance when describing their students’ thinking: (1) identifying students’ specific mathematical understandings rather than general claims and (2) differentiating between individual students’ thinking rather than characterizing students as a collective group. Participants who described their students’ thinking with nuance were more likely to interpret their teaching by posing multiple hypotheses with regard to how their instruction affected their students’ learning. Implications for supporting continued growth in reflective thinking skills are discussed in relation to these results. More... »

PAGES

133-151

References to SciGraph publications

  • 2008-04. Learning to observe: using video to improve preservice mathematics teachers’ ability to notice in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2000-01. Learning to Teach Elementary Mathematics: Ecological Elements of a Field Experience in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2006-04. Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 1999-05. A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2003-09. Learning to Learn to Teach: An ``Experiment'' Model for Teaching and Teacher Preparation in Mathematics in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2006-06. Editorial in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2000-05. Seeing More Than Right and Wrong Answers: Prospective Teachers' Interpretations of Students' Mathematical Work in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2007-05. The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2004-03. Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • 2008-09. Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers in JOURNAL OF MATHEMATICS TEACHER EDUCATION
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s10857-009-9099-y

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    http://dx.doi.org/10.1007/s10857-009-9099-y

    DIMENSIONS

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