Understanding Prospective Teachers' Intervention in Small Groups in Math Classrooms

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-4 - Developing Preservice Teachers' Math Knowledges and Practices

Abstract

This paper presents finding related to how prospective teachers intervene in small groups in mathematics classrooms. Drawing on an analytic framework including four intervention approaches of practicing teachers, the author analyzed comments, questions, and purposes in the responses of 26 prospective elementary mathematics teachers to four different hypothetical scenarios in an open-ended survey. This study found that there was a diversity in verbal actions and purposes in prospective teachers’ planned interventions and that there were multiple combinations of verbal actions and purposes. These findings have significant implications for researchers and teacher educators.

Author

• Byungeun Pak, Michigan State University