Mathematical opportunities: Noticing and acting

被引：0
|
作者：
Tunc-Pekkan, Zelha [1 ]
Kilic, Hulya [2 ]
机构：
[1] MEF Univ, Istanbul, Turkey
[2] Yeditepe Univ, Istanbul, Turkey
来源：
PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) | 2015年
关键词：
Pre-service teacher education; mathematical opportunities; fractions; scaffolding; listening to children; TEACHERS; ELICIT;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs' interactions with a pair of 6th grade students respectively while studying fractions. We analysed videotapes and identified different number of MOs for each PST. The findings revealed that with the help of this research and teaching environment, all PSTs listen to the students to understand their mathematical thinking initially (meaning catching MOs) and try to follow-up on them in action in differing levels of sophistication. While most of the investigated MOs resulted in a mathematical solution, PSTs need to further develop appropriate scaffolding practices.
引用
收藏
页码：2923 / 2929
页数：7
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