Preservice Elementary Teachers’ Early Practice of Eliciting and Responding to Students’ Mathematical Thinking.

eliciting and responding to student thinking;preservice teachers;Education;Social Sciences;Educational Studies

Sherman, DianaDavis, Elizabeth A ;

University of Michigan

关键词: eliciting and responding to student thinking;    preservice teachers;    Education;    Social Sciences;    Educational Studies;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/133455/shdiana_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Learning to teach involves making a shift from layperson to teaching professional over the course of formal preparation.This shift requires putting aside naïve perceptions of self and teaching in favor of an informed conception of the professional teacher focused on others’ –– that is, students’ –– thinking and understanding. Although many practices are central to the work of teaching, the practice of eliciting and responding to student thinking is crucial for teachers to gain insight into their students’ ideas and ways of thinking.This dissertation investigated novice teachers’ practice of eliciting and responding to student thinking at the beginning of their formal teacher preparation.Based on analysis of 27 preservice teachers’ mathematics discussions during their first four weeks of preparation, the study analyzed the kinds of initial eliciting questions that the preservice teachers posed, and the kinds of responses they gave to students’ contributions. The analyses showed that although preservice teachers had some skill in eliciting student thinking they were inconsistent in the methods of eliciting they used across teaching episodes.When responding to students, preservice teachers in this study often used guiding prompts even after students provided correct answers. Results from this study offer insights into specific aspects of eliciting and interpreting student thinking with which beginning teachers might need support in order to attend to student thinking. Some of the findings also signaled that there may be tendencies that preservice teachers need to unlearn as part of their preparation in order to become skilled at eliciting and responding to student thinking.The analysis of early eliciting and responding to student thinking practice can inform how teacher educators look at, talk about, and evaluate preservice teachers’ practice.