The Resource Preservice teachers' learning through discourse-intensive mathematics instruction, by Nancy C. Anderson

Preservice teachers' learning through discourse-intensive mathematics instruction, by Nancy C. Anderson

Label
Preservice teachers' learning through discourse-intensive mathematics instruction
Title
Preservice teachers' learning through discourse-intensive mathematics instruction
Statement of responsibility
by Nancy C. Anderson
Creator
Subject
Genre
Language
eng
Summary
Abstract: Even though discourse-intensive mathematics instruction is a widely endorsed pedagogy for preservice elementary teachers, much still remains unknown about how this type of instruction affects student learning. This study investigated the relationship between talk moves that prompted preservice teachers to respond to each other's contributions and their learning about division of fractions. Participants in two sections of a college mathematics class for preservice elementary teachers received three days of instruction on division of fractions. The learning goals were identical between groups. Participants in both groups completed tasks in small groups before talking about their solutions and strategies during whole-class discussions. The instructor used collegial talk moves in the treatment group only to ask participants to restate, evaluate, or add on to each other's explanations (e.g., "Who can repeat what Tim just said?"). Participants completed the Division of Fractions Test before and after the instruction. Whole-class discussions were recorded and transcribed. A normalized gain score was calculated for each participant using pre- and post-test scores from the Division of Fractions Test. An unpaired t-test showed no evidence of a significant difference in mean gain score between the control and treatment groups (t (24) = 0.65, p = .52).Analysis of the whole-class discussions in the treatment group revealed two possible reasons why the collegial talk moves did not affect learning beyond the other aspects of the instruction. First, collegial talk moves that prompted participants to repeat and add on to each other's contributions typically provided participants with opportunities to contribute only parts of longer explanations. These moves were rarely used to ask participants to articulate entire explanations from start to finish. Collegial talk moves that prompted participants to evaluate each other's explanations were often ineffective at refocusing the discussion on targeted mathematical ideas. Research should continue to investigate the effect of collegial talk moves when they are used to provide preservice teachers with opportunities to deliver complete and correct explanations during whole-class discussions. There is also a need to examine how preservice teachers interpret prompts to evaluate the merits of a mathematical explanation
Cataloging source
BOS
http://library.link/vocab/creatorName
Anderson, Nancy C
Dissertation note
Thesis (Ed. D.)--Boston University, 2012.
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • theses
  • bibliography
http://library.link/vocab/subjectName
Boston University
Label
Preservice teachers' learning through discourse-intensive mathematics instruction, by Nancy C. Anderson
Instantiates
Publication
Note
Vita
Bibliography note
Includes bibliographical references (leaves 219-229)
Dimensions
28 cm.
Extent
xi, 234 leaves
Form of item
electronic
Other physical details
ill.
System control number
(OCoLC)948601941
Label
Preservice teachers' learning through discourse-intensive mathematics instruction, by Nancy C. Anderson
Publication
Note
Vita
Bibliography note
Includes bibliographical references (leaves 219-229)
Dimensions
28 cm.
Extent
xi, 234 leaves
Form of item
electronic
Other physical details
ill.
System control number
(OCoLC)948601941

Library Locations

  • African Studies LibraryBorrow it
    771 Commonwealth Avenue, 6th Floor, Boston, MA, 02215, US
    42.350723 -71.108227
  • Alumni Medical LibraryBorrow it
    72 East Concord Street, Boston, MA, 02118, US
    42.336388 -71.072393
  • Astronomy LibraryBorrow it
    725 Commonwealth Avenue, 6th Floor, Boston, MA, 02445, US
    42.350259 -71.105717
  • Fineman and Pappas Law LibrariesBorrow it
    765 Commonwealth Avenue, Boston, MA, 02215, US
    42.350979 -71.107023
  • Frederick S. Pardee Management LibraryBorrow it
    595 Commonwealth Avenue, Boston, MA, 02215, US
    42.349626 -71.099547
  • Howard Gotlieb Archival Research CenterBorrow it
    771 Commonwealth Avenue, 5th Floor, Boston, MA, 02215, US
    42.350723 -71.108227
  • Mugar Memorial LibraryBorrow it
    771 Commonwealth Avenue, Boston, MA, 02215, US
    42.350723 -71.108227
  • Music LibraryBorrow it
    771 Commonwealth Avenue, 2nd Floor, Boston, MA, 02215, US
    42.350723 -71.108227
  • Pikering Educational Resources LibraryBorrow it
    2 Silber Way, Boston, MA, 02215, US
    42.349804 -71.101425
  • School of Theology LibraryBorrow it
    745 Commonwealth Avenue, 2nd Floor, Boston, MA, 02215, US
    42.350494 -71.107235
  • Science & Engineering LibraryBorrow it
    38 Cummington Mall, Boston, MA, 02215, US
    42.348472 -71.102257
  • Stone Science LibraryBorrow it
    675 Commonwealth Avenue, Boston, MA, 02445, US
    42.350103 -71.103784
Processing Feedback ...