Preservice Elementary Teachers’ Mathematical Reasoning in Small-Group Discussions: Comparing Two Modalities of Quality Talk Intervention

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

Abstract

This study examined two instructional modalities—interactive web-based modules and a pre-recorded narrated slideshow—for supporting preservice teachers (PSTs) in facilitating and participating in discourse-intensive, argumentation-rich mathematics instruction. We embedded Quality Talk into an elementary mathematics methods course with two teacher educators and 44 PSTs. A mixed-design ANCOVA revealed statistically significant gains in mathematical reasoning from pretest to posttest, but no statistically significant difference between the two modality conditions. Discourse analysis showed increased discussion participation in both conditions, with the web-based modality fostering longer and more dialogic exchanges. These findings highlight the value of learner-centered instructional activities in preparing PSTs to enact productive mathematics discussions in their future classrooms.

Authors

• P. Karen Murphy, Pennsylvania State University

• Gwendolyn Lloyd, Pennsylvania State University

• Emilee A. Herman, Pennsylvania State University

• Rachel Miriam Vriend Croninger, Pennsylvania State University

• Yue Tang, Pennsylvania State University

• Cory Tondreau, Pennsylvania State University

• Sara E. Baszczewski, Pennsylvania State University