PMENA-39 2017

RESPONDING TO STUDENTS DURING WHOLE-CLASS DISCUSSIONS: USING WRITTEN PERFORMANCE TASKS TO ASSESS TEACHER CANDIDATE PRACTICE

• In Event: PRESERVICE TEACHER EDUCATION: BRIEF RESEARCH REPORTS SESSION 2

Description

Responding to student reasoning and making those contributions central to the mathematical work of the class is especially challenging for teachers when students’ ideas are incomplete, imprecise, or not yet correct—what we call “errors.” In this paper, we highlight our work supporting and assessing teacher candidates’ (TCs’) development of skill with the work of responding to student errors. Specifically, we discuss our use of written performance tasks that call for TCs to play out discussions in response to a classroom scenario. We consider what these written responses reveal about TCs’ practice and present findings and examples that have emerged.

Authors

• Matthew P. Campbell, West Virginia University

• Erin E. Baldinger, University of Minnesota

• Sarah Kate Selling, University of Utah

• Foster Graif, University of Minnesota