How Preservice Elementary Teachers View Lesson Coherence

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-2 - Disrupting Deficit Thinking of Teaching Through Innovation

Abstract

The purpose of this study is to investigate how preservice elementary teachers view mathematics lesson coherence. It is often reported that how lessons are less coherent in U.S. mathematics classrooms compared to high-achieving countries. Stigler and Hiebert (2009) urged the importance of teacher’ conception and their learning to achieve coherent lessons. In this study we examined 18 preservice teachers’ views of lesson coherence. We developed theoretical framework by extensively reviewing previous studies. By crosschecking preservice teachers’ responses across our survey questions using the framework, we illustrate what knowledge of lesson coherence the preservice teachers have and have not, and thus suggest how teacher educators help preservice teachers to develop and analyze lessons to be more coherent.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• YoungAe Choi, University at Buffalo - SUNY