Preservice Teachers’ Use of Representations in Various Phases of Whole Number Lessons (Poster 7)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Division K Section 9 Initial Teacher and Teacher Educator Preparation Posters

Abstract

Effective use of representations in various phases of mathematics teaching presumably deepens students' understanding of mathematical concepts and procedures. Thus, preservice teachers need to learn how to use representations in different phases of lessons effectively. This study examined this assumption by analyzing the kinds and quality of representations that 90 preservice teachers developed in five phases (i.e., Introduction, Focused Instruction, Guided Instruction, Independent Instruction, Closing) of teaching whole numbers structured in a gradual release manner in their practicum. It revealed that pictorial representations were most frequently used in the third guided instruction. The quality of representations used in this phase was also highest among the five lesson phases.

Authors

• Minju Yi, Texas Tech University

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University

• Jaehoon Lee, Texas Tech University

• Hyunjin Shim, Texas Tech University