The Three-Minute-Rehearsal Cycle of Enactment and Investigation: Preservice Secondary Mathematics Teachers Learning to Elicit and Use Evidence of Student Thinking

Author:

Arbaugh Fran1,Graysay Duanne2,Konuk Nursen3,Freeburn Ben4

Affiliation:

1. 1 The Pennsylvania State University

2. 2 Syracuse University

3. 3 Metropolitan State University of Denver

4. 4 Natomas Charter School

Abstract

In the last decade, mathematics teacher educators have begun to design learning opportunities for preservice mathematics teachers using a pedagogies-of-practice perspective. In particular, learning cycles provide a structure for engaging PSTs in learning to teach through the use of representations, approximations, and decompositions of practice (Grossman et al., 2009). In this article, we provide details of one learning cycle designed to support secondary mathematics preservice teachers' learning to elicit and use evidence of student thinking and pose purposeful questions (National Council of Teachers of Mathematics, 2014). Through qualitative analyses conducted on learning reflections, we provide evidence of the impact on engagement of this cycle through the lens of the Framework for Learning to Teach (Hammerness et al., 2005).

Publisher

National Council of Teachers of Mathematics

Subject

General Medicine

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