Preservice Teachers' Responsive Modification of Mathematics Lessons

• In Event: Innovations in Mathematics Teacher Education

Abstract

This study investigates what elementary PSTs notice and how they modify mathematics instruction with regard to the two elementary mathematics classroom videos created with a special intention of focusing on children’s mathematics strategy. Findings indicate that our PSTs begin to notice instruction-learning strategies rather than specific mathematical strategies at first. Their instructional reasoning related to their attention varies—descriptive, evaluative, interpretive and noveltive reasoning, but the PSTs typically provide interpretive reasoning for what they attend to. In addition, the PSTs respond to their noticing in the modification of teaching with a focus on classroom environment aspects. We discuss that teacher educators support PSTs to use articulated vocabulary and framework to notice the critical features of mathematics classroom videos.

Authors

• Hee-Jeong Kim, Korea University

• Hea-Jin Lee, The Ohio State University - Lima