Preservice Elementary Teachers’ Orchestrating of Mathematical Discussion After Problem-Solving Through Mixed-Reality Simulation (Poster 15)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

We explored preservice elementary teachers' (PSTs) discussion practices focusing on decompositions of practice into subskills, while acknowledging the importance of the role of non-mathematical factors in interactive teacher moves. We focused on 43 elementary PSTs' orchestrating moves during discussions after problem-solving in a mixed-reality custom simulation. PSTs used eliciting, probing, orienting students to peers' contributions, making contributions, and social moves. Diversity in PSTs' orchestrating moves revealed the complex nature of decision making in orchestrating discussion. We argue that PSTs' orchestrating moves are driven by various intentions, including mathematical aims. Hence, we believe mathematics teacher educators should support PSTs in both performing interactive moves in discussions and interpreting and utilizing student contributions effectively.

Authors

• Sezai Kocabas, Purdue University

• Signe E. Kastberg, Purdue University

• Melva R. Grant, Old Dominion University

• Hanan Alyami, Purdue University - Fort Wayne