Examining Mathematics-Rich Discussions in Face-to-Face and Online Teacher Education Settings

• In Event: Teaching and Pre-Service Teacher Learning in Mathematics

Abstract

Preparing preservice teachers (PSTs) for productive discussion is critical in mathematics teacher education. Research exploring the influence of context on dialogic interaction remains limited. To understand the role of context in mathematics teacher education, this study compared discourse of teacher educators (TEs) and PSTs in face-to-face versus online video-conference discussions utilizing the Quality Talk approach. We analyzed discussions facilitated by two TEs conducting identical tasks across contexts. Coding focused on questions, responses, and teacher moves. Face-to-face discussions featured more authentic questions, exploratory talk, and cumulative talk, whereas online discussions were characterized by increased teacher-initiated questions and discourse moves to maintain dialogic engagement. These findings highlight the importance of intentional, visible facilitation in online environments, offering practical insights for mathematics instruction.

Authors

• Yue Tang, Pennsylvania State University

• Cory Tondreau, Pennsylvania State University

• Rachel Miriam Vriend Croninger, Pennsylvania State University

• Sara E. Baszczewski, Pennsylvania State University

• Emilee A. Herman, Pennsylvania State University

• Gwendolyn Lloyd, Pennsylvania State University

• P. Karen Murphy, Pennsylvania State University