Preservice Teachers' Approximations of Questioning

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-9 - Technology in Teaching and Teacher Preparation

Abstract

Facilitating preservice teachers’ pedagogical content knowledge is a challenging endeavor. This is no less evident in designing tasks for preservice teachers to learn to facilitate questioning that leads to productive mathematical talk in the classroom. Approximations of practice through multi-media platforms are emerging as a potential medium for facilitating such tasks. The present study compares the questioning strategies used by preservice teachers using two different platforms (GoAnimate and LessonSketch). Results suggest preservice teachers asked similar types of questioning across mediums, but did so with fewer statements in LessonSketch than in GoAnimate.

Authors

• Karl Wesley Kosko, Kent State University

• Tracy L. Weston, Middlebury College

• Anne Estapa, Iowa State University

• Julie Amador, University of Idaho