Exploring Preservice Teachers’ Proficiency With Argumentation-Oriented, Discourse-Intensive Pedagogy in Elementary Mathematics

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Preservice and In-Service Teacher Education in Mathematics (Table 12)

Abstract

Engaging students in discussion and mathematical argumentation is crucial for enhancing their mathematical understanding and sense-making. To prepare teachers for enacting student-centered learning activities, preservice teachers (PSTs) need instruction and practice with these pedagogies during teacher training. Drawing on data collected from a mathematics methods course during which PSTs participated in Quality Talk, a discussion-based intervention, we explore how PSTs develop knowledge and skills related to small-group discussion in elementary mathematics. Examining teaching efficacy and participation in discussion for four PSTs, we found that PSTs with higher self-efficacy and who participate more effectively during in-class discussions about the mathematics concepts they will teach in their future classrooms also tend to be more effective when facilitating mathematics discussions with elementary students.

Authors

• P. Karen Murphy, Pennsylvania State University

• Gwendolyn Lloyd, Pennsylvania State University

• Sara E. Baszczewski, Pennsylvania State University

• Rachel Miriam Vriend Croninger, Pennsylvania State University

• Yue Tang, Pennsylvania State University

• Rachel Wolkenhauer, Pennsylvania State University

• Amy Voss Farris, Pennsylvania State University