Patterns of Engagement Exhibited by Preservice Secondary Mathematics Teachers While Collaboratively Constructing Proofs

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Research on Preservice Mathematics Teacher Learning During Teacher Preparation

Abstract

Peer-to-peer interaction has the potential to increase student autonomy and mathematical learning. A discourse analysis approach is used to examine the patterns of engagement exhibited by 15 preservice secondary mathematics teachers (PSMTs) while collaboratively constructing mathematical arguments in groups of three. The video-recorded interactions are interpreted, and the analysis revealed four distinct patterns of engagement: competing arguments, confirming a perceived more knowledgeable other, dominating voice, and co-construction. The findings indicate that PSMTs are limited with how to communicate productively with one another, which suggests implications for collaborative learning, especially for mathematics students that plan to become teachers.

Authors

• Tye Campbell, The University of Alabama

• Justin D Boyle, University of New Mexico