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

Kód výsledku v 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>

Výsledek na webu

<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

—

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název statě ve sborníku

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

—

Počet stran výsledku

8

Strana od-do

91-98

Název nakladatele

PME

Místo vydání

Alicante

Místo konání akce

Alicante, Spain

Datum konání akce

18. 7. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—