“Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticingA vignette-based study

  1. Kuntze, Sebastian
  2. Friesen, Marita
  3. Erens, Ralf
  4. Krummenauer, Jens
  5. Samková, Libuše
  6. Fernández-Verdú, Ceneida 1
  7. Ivars, Pere 1
  8. Llinares, Salvador 1
  9. Bernabeu-Martínez, Melania
  10. Petrášková, Vladimíra
  11. Skilling, Karen
  12. Healy, Lulu
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Libro:
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
  1. Ceneida Fernández (coord.)
  2. Salvador Llinares (coord.)
  3. Ángel Gutiérrez (coord.)
  4. Núria Planas (coord.)

Editorial: Servicio de Publicaciones ; Universidad de Alicante / Universitat d'Alacant

ISBN: 978-84-1302-177-5

Año de publicación: 2022

Título del volumen: Research Reports Ja – Se

Volumen: 3

Páginas: 91-98

Tipo: Capítulo de Libro

DIALNET GOOGLE SCHOLAR lock_openRUA editor

Resumen

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.

Fuente de los datos: Dialnet