Thinker-Doer Dialogues: Preservice Mathematics Teachers’ Analyses of Problem-Solving Discourse

• In Event: Roundtable Session 20
  In Roundtable Session: Innovations in Disciplinary Literacy Pedagogies for Preservice Teachers

Abstract

By using the Thinker-Doer model in mathematics education with our students, university colleagues in mathematics and literacy created dialogic problem-solving discourse between “Doers,” non-mathematics preservice education students and “Thinkers,” preservice mathematics teachers. As the Doers articulated their thinking while solving a mathematical task, the Thinkers remained non-interventional and listened. Thinker-Doer sessions offer rich opportunities for preservice mathematics teachers to understand the importance of students articulating their mathematical understanding while solving a task and teachers listening to students’ thinking. With a framework based on research linking disciplinary literacy, mathematics instruction, and literacy-based instruction, this study reports data from dialogue transcripts and preservice mathematics teachers’ reflections on critical moments and insights about classroom instruction and assessment.

Authors

• Kyle T. Schultz, James Madison University

• Kristy L. Dunlap, James Madison University