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ERIC Number: EJ916034
Record Type: Journal
Publication Date: 2011-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1386-4416
Developing Prospective Elementary Teachers' Abilities to Identify Evidence of Student Mathematical Achievement
Spitzer, Sandy M.; Phelps, Christine M.; Beyers, James E. R.; Johnson, Delayne Y.; Sieminski, Elizabeth M.
Journal of Mathematics Teacher Education, v14 n1 p67-87 Feb 2011
This study investigated the effects of a classroom intervention on prospective elementary teachers' ability to evaluate evidence of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice. Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding. Implications of the study suggest new ways of developing prospective teachers' ability to systematically study and improve their teaching.
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: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A