'It was smart when:' Supporting prospective teachers' noticing of students' mathematical strengths

Kalinec-Craig Crystal A.; Bannister Nicole; Bowen Diana; Jacques Lorraine A.; Crespo Sandra

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'It was smart when:' Supporting prospective teachers' noticing of students' mathematical strengths

机译：“这是聪明的时候：”支持潜在的教师注意到学生的数学优势

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Learning to name and notice students' mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students' mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students' mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students' mathematical strengths. The paper concludes with implications for future research in teacher education.

机译：学习命名和注意学生的数学优势是一个具有挑战性的过程，未来的教师（PTs）需要时间和多次反复练习。数学教师教育者（MTE）可以近似和分解命名和注意学生数学优势的复杂实践，以便PTs在强调学生所知和所能做的事情的同时学习数学教学。这项研究使用了两个工具，MTE可以用来支持PTs，因为他们学习命名和注意学生的数学优势：一个LessonSketch体验，一个带有漫画情节板的数字平台，显示参与数学任务的儿童，以及一个基于优势的句子框架。我们的研究展示了18名学生在参与LessonSketch数字体验并练习对儿童的数学知识进行注意陈述时，从111个注意陈述中得出的发现。研究发现，经过句子框架干预后，临时教师更有可能使用基于优势的语言，更有可能在注意陈述中识别数学证据。未承诺语言（与基于强度或缺陷的编码方案不一致的陈述）表明，在学生学习命名和注意学生的数学优势时，有一个富有成效但复杂的空间来支持更多的PTs。本文最后对未来的教师教育研究提出了建议。

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《Journal of mathematics teacher education》 |2021年第4期|共24页
作者
Kalinec-Craig Crystal A.; Bannister Nicole; Bowen Diana; Jacques Lorraine A.; Crespo Sandra;
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作者单位

Univ Texas San Antonio Dept Interdisciplinary Learning &

Teaching One UTSA Circle San Antonio TX 78249 USA;

Clemson Univ Dept Teaching &

Learning 101 Gantt Circle Off 403 Clemson SC 29634 USA;

Univ Virgin Isl Dept Math Sci St Thomas VI USA;

Louisiana Tech Univ Dept Curriculum Instruct &

Leadership WOOH 200E 3163 Ruston LA 71272 USA;

Michigan State Univ Dept Teacher Educ 362 Erickson Hall E Lansing MI 48824 USA;

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原文格式 PDF
正文语种 eng
中图分类教育;
关键词
Teacher noticing; Strengths-based statements; LessonSketch; Elementary teacher education;

机译：None;

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'It was smart when:' Supporting prospective teachers' noticing of students' mathematical strengths

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