Multiplicative reasoning task design in teacher education with student teachers in Scottish schools: valuing diversity, developing flexibility and making connections

Helen Martin* (Corresponding Author)

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper considers the development of a synthetic landscapes of multiplicative reasoning constructed by student teachers (pre-service teachers). It explores the implications of working in a way that integrates literature from math recovery, cognitively guided instruction and realistic mathematics education approaches.
    The aim is to better understand how working in this way affects how student teachers interact with learners, the questions they ask, the tasks they design: their capacity to value diversity in literature and develop their flexibility in practice. The findings indicate that this embodied approach to task design within teacher education led to all student teachers shifted their focus to a more engaging in a participatory view of learning mathematics, discussing a range of strategies and models used by the children. Although many student teachers experimented with different pedagogical approaches and were beginning to design their own tasks, very few understood the underlying relational structures between a series of connected tasks within number strings or investigations
    Original languageEnglish
    Pages (from-to)317-339
    Number of pages23
    JournalTeacher Development
    Volume25
    Issue number3
    Early online date4 Apr 2021
    DOIs
    Publication statusPublished - 4 Apr 2021

    Keywords

    • teacher education
    • professional development
    • Multiplicative reasoning
    • task design
    • inclusive practice
    • Teacher education
    • multiplicative reasoning

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