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
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 language | English |
---|---|
Pages (from-to) | 317-339 |
Number of pages | 23 |
Journal | Teacher Development |
Volume | 25 |
Issue number | 3 |
Early online date | 4 Apr 2021 |
DOIs | |
Publication status | Published - 4 Apr 2021 |
Keywords
- teacher education
- professional development
- Multiplicative reasoning
- task design
- inclusive practice
- Teacher education
- multiplicative reasoning