Relationship Between Preservice Teachers' Ethnic Backgrounds and Teamed Micro-Teaching and Teaching Whole-Number Representations

• In Event: Teaching and Learning in Math and Science Teacher Education

Abstract

Quality of microteaching focusing on mathematics representations presumably affects the quality of teachers' mathematics teaching using representations while their ethnic backgrounds shape their learning to teach. This study examined the videotaped microteaching developed by preservice teachers teamed with similar and different ethnic backgrounds and their videotaped teaching practice related to whole numbers. It found no significant differences in the kinds of representations used by White and Latino preservice teachers in microteaching and teaching. However, it suggested that the clarity of their explaining set model attributes used in microteaching representations significantly predicted those in teaching for both White and Latino participants.

Authors

• Minju Yi, Texas Tech University
  Presenting Author

• Jian Wang, Texas Tech University
  Presenting Author

• Raymond Flores, Texas Tech University
  Non-Presenting Author

• Taylor Darwin, Texas Tech University
  Presenting Author

• Hyunjin Shim, Texas Tech University
  Presenting Author

• Jasmine Torain, Texas Tech University
  Presenting Author