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"Helping learners" -- pre-service mathematics teachers' conceptions of learning support through the lens of their situated noticing -- a vignette-based study

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43905156" target="_blank" >RIV/60076658:12410/22:43905156 - isvavai.cz</a>

  • Result on the web

    <a href="https://web.ua.es/es/pme45/documents/proceedings-pme-45-vol3.pdf" target="_blank" >https://web.ua.es/es/pme45/documents/proceedings-pme-45-vol3.pdf</a>

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    "Helping learners" -- pre-service mathematics teachers' conceptions of learning support through the lens of their situated noticing -- a vignette-based study

  • Original language description

    Learning support is a key aspect of the teaching profession. In particular, promoting mathematics-related learning is a goal when mathematics teachers respond to students’ questions or comments during their work on tasks. “Helping” learners in this sense should be (A) adaptive to the learner’s needs and (B) carry the potential to elicit further learning - both core aspects of learning support informed by a teacher’s noticing in the interaction with the learner. Pre-service teachers’ noticing in this area can be assumed to be still under development and there is hence a need of empirical studies investigating the learning support they suggest to provide. Consequently, this paper presents results from a vignette-based study with n=116 pre-service teachers, providing insight into their difficulties and also perspectives for improvement.

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2022

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3)

  • ISBN

    978-84-13-02177-5

  • ISSN

  • e-ISSN

  • Number of pages

    8

  • Pages from-to

    91-98

  • Publisher name

    PME

  • Place of publication

    Alicante

  • Event location

    Alicante, Spain

  • Event date

    Jul 18, 2022

  • Type of event by nationality

    WRD - Celosvětová akce

  • UT code for WoS article