Preservice Elementary Teachers Initiating a Mathematical Discussion by Engaging in Mursion™ Simulation

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Teachers' Instructional Moves and Decision Making With Technology Across Mathematics Content Areas (Table 15)

Abstract

Research on pre-service teachers’ discussion practices had focused on decompositions of practice into subskills, while acknowledging the importance of the role of context, identity, and relationships between interactive moves. We focused on 23 elementary preservice teachers’ (PSTs’) framing-launching moves in discussions after problem-solving in a MursionTM simulation. PSTs used three moves: gathering information about student processes, focusing on features of the problems, and social interactions, with gathering information about student processes being used most frequently. Diversity in framing moves, with empirical findings of PSTs’ intentions and tacit actions from literature highlight the complexity of teacher decisions within discussion subskills, including framing. We argue that PSTs’ framing moves are motivated by intentions that, among others, include mathematical aims of discussions.

Authors

• Sezai Kocabas, Purdue University
  Presenting Author

• Signe E. Kastberg, Purdue University
  Presenting Author

• Melva R. Grant, Old Dominion University
  Presenting Author

• Hanan Alyami, Purdue University - Fort Wayne
  Presenting Author