Session Information
24 SES 03, Math for All: Evidence-Based Learning for the 21st Century
Symposium
Contribution
Prospective teachers’ knowledge for teaching mathematics, and the way it develops, are controversial issues (Ponte & Chapman, 2015; Shulman, 1986). The practicum is an important site to study such knowledge since prospective teachers face circumstances that allow noticing important weaknesses and strengths. Knowledge to teach mathematics concerns how teachers teach and involve dimensions such as knowledge about students and knowledge about tasks (Chapman, 2013). Teachers’ practice also involves issues related to the communication (questions, representations, and explanations) role of concepts and support to students. Teachers’ actions address the development of mathematical concepts and processes (Ponte, Mata-Pereira & Quaresma, 2013) and managing the learning environment (NCTM, 2007), and have a critical influence on the classroom dynamics. The aim of this paper is to identify the knowledge of a prospective elementary school teacher (Berta) in the teaching and learning of rational numbers, with a focus on the actions that she identifies and accomplishes in practice to promote conceptual learning of rational numbers, and her students’ development of mathematical communication and problem solving skills. Her practicum took place in a grade 6 class with 20 students. Berta’s lessons were observed and videotaped. Stimulated recall interviews were carried out using the videos. The interviews and videos from classes were fully transcribed. The analysis is descriptive seeking to characterize Berta’s teaching and includes her perspective about her practice. We give attention to the actions that she undertakes to engage students in an exploratory approach after similar experiences in the mathematics education program. In the College of Education, Berta was considered a very good student. During pre-service teacher education, she experienced an exploratory learning and she wished to follow such approach with her students. In a mathematics education course, she had analysed the video of a class and the teacher’s plans and reflections. When Berta was about to teach rational numbers (percentage) she selected the task of the video. Comparing the knowledge and skill of her students with the students of the video, she defined her teaching purpose. To promote and organize an exploratory environment, she planned and organized different working moments and constructed specific materials. She strived to promote interactions, organize students’ solutions and promote a discussion environment. During students’ work, she invited, supported and challenged them to learn rational number concepts. This paper illustrates the struggles and learning that this prospective teacher experienced as she strived to engage her students on an exploratory approach.
References
NCTM (2007). Princípios e normas para a matemática escolar. Lisboa: APM. Ponte, J. P., & Chapman, O. (2015). Prospective mathematics teachers’ learning and knowledge for teaching. In L. English & D. Kirshner (Eds.), Handbook of inter-national research in mathematics education (3rd ed.). New York, NY: Taylor & Francis. Ponte, J. P., Mata-Pereira, J., & Quaresma, M. (2013). Ações do professor na condução de discussões matemáticas. Quadrante, 22(2), 55-81. Ponte, J. P., Quaresma, M., & Branco, N. (2012). Práticas profissionais dos professores de Matemática. Avances en Investigación en Educación Matemática, 1, 67- 88. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
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