Mathematical Opportunities: Noticing and Acting
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Date
2015
Authors
Tunç-Pekkan, Zelha
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HAL
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Abstract
The aim of this study was to investigate how three pre-service teachers (PSTs) listen to students, notice Mathematical Opportunities (MO) and scaffold ideas based on MOs. There were 12 videos of three PSTs’ interactions with a pair of 6th grade students respectively while studying fractions. We analysed videotapes and identified different number of MOs for each PST. The findings revealed that with the help of this research and teaching environment, all PSTs listen to the students to understand their mathematical thinking initially (meaning catching MOs) and try to follow-up on them in action in differing levels of sophistication. While most of the investigated MOs resulted in a mathematical solution, PSTs need to further develop appropriate scaffolding practices.
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Keywords
Listening to children, Fractions, Pre-service teacher education, Mathematical opportunities, Scaffolding
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Citation
Zelha Tunç-Pekkan, Hülya Kılıç. Mathematical opportunities: Noticing and acting. Konrad Krainer; Nada Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.2923-2929, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. <hal-01289652>
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Source
CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
Volume
Issue
Start Page
2923
End Page
2929
