id: 06655900
dt: a
an: 2016f.00245
au: Didis, Makbule Gozde; Erbas, Ayhan Kursat; Cetinkaya, Bulent; Cakiroglu,
Erdinc
ti: Prospective secondary mathematics teachers’ interpretations of
students’ thinking.
so: Smith, C. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 33, No. 3. Proceedings of the day
conference, University of Edinburgh, UK, November 16, 2013. London:
British Society for Research into Learning Mathematics (BSRLM). 19-24
(2013).
py: 2013
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: C30 D49
ut: preservice teacher education; mathematical thinking; students’ thinking;
non-routine tasks; prospective teachers’ knowledge; educational
research; video records
ci:
li: http://www.bsrlm.org.uk/IPs/ip33-3/BSRLM-IP-33-3-04.pdf
ab: Summary: Teachers’ understanding and interpretation of students’
mathematical thinking are among the important components of knowledge
for teaching as often stressed by the mathematics education community.
Thus, teachers should acquire and enhance their knowledge and skills
for understanding and interpreting students’ thinking even before
they begin their professions. In teacher preparation programs, using
documentation of instructional practices such as students’ written
works and video records of classroom lessons would provide prospective
teachers with opportunities for in-depth exploration of students’
thinking. Thus, the purpose of this study was to investigate to what
extent prospective secondary mathematics teachers enhanced their
interpretation of students’ thinking when they first worked on
non-routine tasks themselves as students and then examined actual
solutions produced by high school students. Twenty-five prospective
mathematics teachers were the participants of the study. The data
sources consisted of individual reflection papers, focus group
interviews and notes of prospective teachers while working on
students’ work and field notes. The results showed that as a result
of investigation of students’ thinking manifested in the students’
written works and video cases, prospective teachers started to question
and tried to examine the details of students’ thinking and to
understand students’ ways of thinking in depth.
rv: