Investigating How Secondary Prospective Teachers Plan to Launch Cognitively Demanding Tasks

Autor/inn/en	Parrish, Christopher W.; Snider, Rachel B.; Creager, Mark A.
Titel	Investigating How Secondary Prospective Teachers Plan to Launch Cognitively Demanding Tasks
Quelle	In: Journal of Mathematics Teacher Education, 26 (2023) 3, S.395-423 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrish, Christopher W.) ORCID (Snider, Rachel B.) ORCID (Creager, Mark A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-022-09534-7
Schlagwörter	Secondary School Teachers; Preservice Teachers; Difficulty Level; Cognitive Processes; Mathematics Activities; Mathematics Instruction + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht
Abstract	Cognitively demanding tasks have been shown to support students' understanding of mathematics. How a task is launched, or introduced, determines how students engage with the task, as well as the type of work the teacher engages in during the task implementation. The authors designed a unit focused on launching a task where prospective teachers (PSTs) planned and enacted a task launch as part of their methods of teaching secondary mathematics courses. Participants in the study spanned three institutions. Using a curricular noticing framework, this paper describes how the prospective teachers (PSTs) "interpreted" their task by identifying key contextual features, mathematical relationships, and common language, and then focuses on how they "responded" to their "interpretations" as they planned to elicit and develop their students' understanding of those key aspects. This paper also describes how the PSTs "responded" to their "interpretations" in planning to maintain the cognitive demand of the task. Findings suggest that the prospective teachers valued student-centered approaches and used a range of pedagogical methods to launch cognitively demanding tasks. We also found the prospective teachers needed support identifying context in tasks and in determining how much to tell while maintaining the cognitive demand of the task. We conclude with implications and suggestions for methods courses on both launching a cognitively demanding task and on teaching practices more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01