Analyzing Prospective Elementary Teachers' Evidence of Conceptual Understanding and Procedural Fluency

Autor/inn/en	Keazer, Lindsay; Phaiah, Jennifer
Titel	Analyzing Prospective Elementary Teachers' Evidence of Conceptual Understanding and Procedural Fluency
Quelle	In: Investigations in Mathematics Learning, 15 (2023) 2, S.135-148 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keazer, Lindsay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2139112
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Preservice Teachers; Teacher Education Programs; Teaching Methods; Learning Processes; Concept Formation; Pedagogical Content Knowledge; Learning Trajectories; High Stakes Tests; Mathematics Tests; Barriers; Evidence; Performance Based Assessment; Elementary School Teachers; Masters Programs; Connecticut; edTPA (Teacher Performance Assessment) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Concept learning; Begriffsbildung; Pädagogische Kompetenz; Evidenz; Leistungsermittlung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Magister course; Magisterstudiengang
Abstract	This paper shares findings from the study of a learning sequence designed to support prospective elementary teachers (PTs) in identifying evidence of conceptual understanding and procedural fluency. Conceptual understanding and procedural fluency are widely recognized as important to teaching and learning mathematics, and identifying evidence of each is emphasized on teacher candidates' high-stakes performance assessments. As PTs practiced selecting evidence from student work samples, our analysis revealed successes as well as associated challenges. Our findings suggest areas for supporting PTs' learning, as well as challenges stemming from the inherent overlap of these two knowledge types. This study raises important questions about the value of emphasizing PTs' ability to cite evidence of conceptual understanding and procedural fluency, given their integrated nature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01