Pre-service mathematics teachers interpret observed teachers’ responses to students’ statements

Sigal Rotem (1) , Michal Ayalon (2, 1) , Shula Weissman

1 University of Haifa [Haifa]
2 The Weizmann Institute

In this paper, we will present and exemplify a three-level category scheme used for categorizing the depth of interpretations pre-service mathematics teachers offer for teachers’ responses to students’ mathematical thinking in observed critical events. The category scheme is a result of top-down literature analysis and bottom-up analysis of 38 critical event reports submitted during one academic year within a clinical preparation context. This category scheme may help teacher educators to gain a better understanding of PTs’ interpretations of teachers’ responses, and therefore to plan field-based training programs that help PTs to broaden their theory-practice connection.

Mots clés: pre-service mathematics teachers; critical events; noticing; reflection

Domaines: Mathématiques [math]; Education

Sigal Rotem, Michal Ayalon, Shula Weissman. Pre-service mathematics teachers interpret observed teachers’ responses to students’ statements. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02422679⟩