id: 06150530
dt: j
an: 2013b.00255
au: Inoue, Noriyuki; Buczynski, Sandy
ti: You asked open-ended questions, now what? Understanding the nature of
stumbling blocks in teaching inquiry lessons.
so: Math. Educ. (Athens) 20, No. 2, 10-23 (2011).
py: 2011
pu: Mathematics Education Student Association (MESA), College of Education
(COE), Mathematics \& Science Education, University of Georgia (UGA),
Athens, GA
la: EN
cc: C70 B50 C50 D50
ut: preservice teacher education; inquiry-based learning activities; inquiry
lessons; inquiry model; research; teacher response; feedback;
teaching-learning processes; reflection; problem solving; teaching;
learning; constructivism; prior learning; mentors; case studies;
mathematical concepts
ci:
li:
ab: Summary: Undergraduate preservice teachers face many challenges
implementing inquiry pedagogy in mathematics lessons. This study
provides a step-by-step case analysis of an undergraduate preservice
teacher\rq s actions and responses while teaching an inquiry lesson
during a summer math camp for grade 3‒6 students conducted at a
university. Stumbling blocks that hindered achievement of the overall
goals of the inquiry lesson emerged when the preservice teacher asked
open-ended questions and learners gave diverse, unexpected responses.
Because no prior thought was given to possible student answers, the
preservice teacher was not equipped to give pedagogically meaningful
responses to her students. Often, the preservice teacher simply ignored
the unanticipated responses, impeding the students\rq meaning-making
attempts. Based on emergent stumbling blocks observed, this study
recommends that teacher educators focus novice teacher preparation in
the areas of a) anticipating possibilities in students\rq diverse
responses, b) giving pedagogically meaningful explanations that bridge
mathematical content to students\rq thinking, and c) in-depth,
structured reflection of teacher performance and teacher response to
students\rq thinking.
rv: