Asking Preservice Teachers to Rate Math Tasks by Richness and Doability

• In Event: Novice Mathematics Teacher Learning, Practice, and Identity

Abstract

In this mixed methods study, we probed pre-service teachers’ mental models for relating the mathematical richness and doability of several low-floor, high-ceiling tasks. We asked PSTs to plot 5 tasks along dimensions of doability and mathematical richness, hypothesizing that their responses may be related to their views of students’ mathematics capabilities. We analyzed (1) the PSTs’ hand-drawn plots in order to understand their mental models, (2) the relationship between these models and their views of students’ mathematical capabilities, and (3) change in these mental models after experiencing a 5-6 week classroom placement. We found that most PSTs view rich math tasks as less doable by “typical students,” and that this view did not change after practicum hours.

Authors

• Stephen Lewis Caviness, Syracuse University
  Presenting Author

• Charlotte J. Sharpe, Freethink
  Presenting Author