Examining How Prospective Mathematics Teachers' Instructional Visions Align with Their Responding Practices Through Scripting Tasks
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this qualitative study, we examined how prospective mathematics teachers' instructional visions align with their instructional practices through an approximation of practice opportunity. Namely, we employed scripting tasks to understand how prospective teachers complete a scripting task and respond to students' misconceptions, and we compared their instructional visions with their responding practices. The 81 prospective mathematics teachers who were taking the Misconceptions in Mathematics Teaching course at two different state universities comprised the participants. Data was obtained from the instructional vision questionnaire and two scripting tasks in fractions. We analyzed the data using the content analysis technique. Our findings indicate that the majority of the participants' instructional visions were aligned with ambitious instruction, while their responding practices were mostly inconsistent with their visions. Our findings suggest that while their instructional visions were highly reform based, prospective mathematics teachers still need to be oriented in an ambitious instructional direction in their practices.
Açıklama
Anahtar Kelimeler
Ambitious Instruction, Instructional Vision, Prospective Mathematics Teachers, Responding To Student Misconceptions, Scripting Tasks, Knowledge, Thinking, Model
Kaynak
International Journal Of Science And Mathematics Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
