Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology

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  • 1 The University of North Carolina at Greensboro
  • 2 North Carolina State University

This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.

Contributor Notes

P. Holt Wilson, University of North Carolina at Greensboro, 343 Curry Building, Greensboro, NC 27403; phwilson@uncg.edu

Hollylynne Stohl Lee, North Carolina State University, 502D Poe Hall, Raleigh, NC 27695-7801; hollylynne@ncsu.edu

Karen F. Hollebrands, North Carolina State University, 502F Poe Hall, Raleigh, NC 27695-7801; Karen_Hollebrands@ncsu.edu

(Corresponding author is Wilson phwilson@uncg.edu)(Corresponding author is Lee hollylynne@ncsu.edu)(Corresponding author is Hollebrands Karen_Hollebrands@ncsu.edu)
Journal for Research in Mathematics Education

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