Assessing Elementary Prospective Teachers' Mathematical Explanations after Engagement in Online Mentoring Modules

Autor/inn/en	Wall, Jennifer; Selmer, Sarah; Bingham Brown, Amy
Titel	Assessing Elementary Prospective Teachers' Mathematical Explanations after Engagement in Online Mentoring Modules
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Elementary School Teachers; Preservice Teachers; Computer Simulation; Field Experience Programs; Mathematics Instruction; Teaching Methods; Computer Mediated Communication; Mentors; Criticism; Common Core State Standards; Online Courses; Student Improvement; Skill Development; Problem Solving; Program Descriptions; Statistical Analysis; Teacher Education Programs + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Computergrafik; Computersimulation; Praxisnahes Lernen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Kritik; Common core curriculum; Curriculum; Kerncurriculum; Online course; Online-Kurs; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Statistische Analyse
Abstract	Prospective elementary teachers at three universities engaged in online modules called the Virtual Field Experience, created by the Math Forum. The prospective teachers learned about problem solving and mentoring elementary students in composing solutions and explanations to nonroutine challenge problems. Finally, through an asynchronous online environment, the prospective teachers mentored elementary students. The researchers assessed the prospective teachers' solutions and explanations to problems at the beginning of the semester, at the middle of the semester after completing the training in mentoring, and again at the end of the semester after the mentoring was completed. The researchers observed improvements in the prospective teachers' abilities to write explanations to problems. Specifically, growth was seen in prospective teachers' communication of their explanations and their ability to construct viable arguments and critique the reasoning of others (Common Core State Standards Initiative, 2010, Standard for Mathematical Practice 3), and attend to precision (Standard for Mathematical Practice 6). (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01