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ERIC Number: EJ1049943
Record Type: Journal
Publication Date: 2015-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 104
ISBN: N/A
ISSN: ISSN-1386-4416
What Are They Asking? An Analysis of the Questions Planned by Prospective Teachers When Integrating Literature in Mathematics
Purdum-Cassidy, Barbara; Nesmith, Suzanne; Meyer, Rachelle D.; Cooper, Sandi
Journal of Mathematics Teacher Education, v18 n1 p79-99 Feb 2015
Questioning is considered a powerful tool in mediating students' knowledge construction and conceptual understanding. In this qualitative study, the mathematics-focused lesson plans of elementary education prospective teachers provided data to determine the ways that the approach of literature integration in mathematics influenced prospective teachers' planned questions. All prospective teachers were required to incorporate children's literature within the mathematics lessons they planned and presented during a field-based teaching experience. Analysis revealed variances in the numbers, types, and foci of prospective teachers' planned questions. These findings allow speculation that the utilization of mathematics literature integration allowed many of the prospective teachers to create reform-oriented, constructivist mathematics-focused questions and experiences for their students.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A