Scholarlink

We report on implementing an innovative curriculum to support prospective teachers to notice and respond to students’ mathematical thinking through a simulated experience. We suggest that supporting the development of noticing can occur by implementing processes involving decomposed representations of practice, termed static, dynamic, and malleable. We engaged prospective teachers who were part of mathematics content courses in live simulations (malleable representation) in which a research team member posed as a simulated student, and the prospective teacher asked questions to elicit the simulated student’s mathematical understanding. We analyzed how the prospective teacher attended to and interpreted the simulated students’ responses as a function of their questioning. Prospective teachers asked questions about the order of the student’s procedure, written notation, general questions, and those focused on mathematical concepts.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Implementing Simulations in Mathematics Content Courses: Analysis of Prospective Teachers’ Approaches to Questioning Students Based on Their Attending and Interpreting

  • 章节

  • 发表日期：

    2026年

查看全文
  • Julie M. Amador,
  • John Bragelman,
  • Alison Castro Superfine,
  • Andrew M. Tyminski

摘要

We report on implementing an innovative curriculum to support prospective teachers to notice and respond to students’ mathematical thinking through a simulated experience. We suggest that supporting the development of noticing can occur by implementing processes involving decomposed representations of practice, termed static, dynamic, and malleable. We engaged prospective teachers who were part of mathematics content courses in live simulations (malleable representation) in which a research team member posed as a simulated student, and the prospective teacher asked questions to elicit the simulated student’s mathematical understanding. We analyzed how the prospective teacher attended to and interpreted the simulated students’ responses as a function of their questioning. Prospective teachers asked questions about the order of the student’s procedure, written notation, general questions, and those focused on mathematical concepts.