“Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing – A vignette-based study
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Título: | “Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing – A vignette-based study |
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Autor/es: | Kuntze, Sebastian | Friesen, Marita | Erens, Ralf | Krummenauer, Jens | Samková, Libuše | Fernández-Verdú, Ceneida | Ivars, Pere | Llinares, Salvador | Bernabeu-Martínez, Melania | Petrášková, Vladimíra | Skilling, Karen | Healy, Lulu |
Grupo/s de investigación o GITE: | Investigación y Formación Didáctica |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Mathematics education | Mathematics teaching |
Fecha de publicación: | 2022 |
Editor: | PME | Universidad de Alicante |
Cita bibliográfica: | Kuntze, Sebastian, et al. ““Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing – A vignette-based study”. In: Fernández, Ceneida, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain, 18-23 of July of 2022. Alicante: PME, 2022. Vol. 3. ISBN 978-84-1302-177-5, pp. 91-98 |
Resumen: | Learning support is a key aspect of the teaching profession. In particular, promoting mathematics-related learning is a goal when mathematics teachers respond to students’ questions or comments during their work on tasks. “Helping” learners in this sense should be (A) adaptive to the learner’s needs and (B) carry the potential to elicit further learning - both core aspects of learning support informed by a teacher’s noticing in the interaction with the learner. Pre-service teachers’ noticing in this area can be assumed to be still under development and there is hence a need of empirical studies investigating the learning support they suggest to provide. Consequently, this paper presents results from a vignette-based study with n=116 pre-service teachers, providing insight into their difficulties and also perspectives for improvement. |
Patrocinador/es: | The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union. |
URI: | http://hdl.handle.net/10045/126622 |
ISBN: | 978-84-1302-177-5 |
ISSN: | 0771-100X |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/conferenceObject |
Derechos: | © 2022 left to authors |
Revisión científica: | si |
Versión del editor: | https://web.ua.es/pme45/ |
Aparece en las colecciones: | PME 45 - Proceedings - Vol. 3 INV - IFD-DM - Comunicaciones a Congresos, Conferencias, etc. |
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proceedings-pme-45-vol3-12.pdf | 695,15 kB | Adobe PDF | Abrir Vista previa | |
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