A Specialist Professional Experience Learning Community for Primary Pre-Service Teachers Focussed on Mathematical Problem Solving

Autor/inn/en	Cavanagh, Michael; McMaster, Heather
Titel	A Specialist Professional Experience Learning Community for Primary Pre-Service Teachers Focussed on Mathematical Problem Solving
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 1, S.47-65 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Instruction; Problem Solving; Elementary School Teachers; Elementary School Mathematics; Teaching Methods; Grade 4; Grade 5; Mathematical Concepts; Semi Structured Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Australien
Abstract	Problem solving has been identified as an important approach to learning and teaching mathematics, yet many primary pre-service teachers (PSTs) struggle to implement it during their professional experience. In this paper, we report the experiences of a group of four primary PSTs who, in an additional professional experience placement, formed a learning community for teaching mathematical problem-solving lessons to a composite Year 5/6 class. The PSTs visited the school each fortnight over a school term to observe an experienced teacher teaching problem-solving lessons. They then co-taught the same class using a problem-solving approach and observed their peers co-teaching. We report the reflections of these PSTs and evaluate various aspects of the professional experience learning community. The results indicate that membership of the learning community gave the PSTs the opportunity to think more deeply about problem-solving lessons through the lens of a teacher and it assisted the development of their knowledge, skills and confidence in teaching such lessons. The results also indicate that having had this experience, PSTs are more likely to test and develop their skills in teaching problem-solving lessons in future professional experience placements. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01