Using Task Dialogues to Enhance Preservice Teachers' Abilities to Orchestrate Discourse

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  • 1 University of Georgia
  • 2 Ohio University

We describe an activity designed to help preservice elementary school teachers develop mathematical knowledge for teaching in the domain of facilitating mathematical discussions. The activity involved preservice teachers writing task dialogues, imaginary conversations between a child and teacher about a problem-solving task, in which they practice responding to correct, partially correct, and incorrect student responses. Preservice teachers then implemented these same tasks with children in a field experience setting. We describe 2 different iterations of the activity and field experience in detail as well as the insights into preservice teacher knowledge each iteration afforded us.

Contributor Notes

Denise A. Spangler, 105 Aderhold, University of Georgia, Athens, GA 30602; dspangle@uga.edu

Allyson Hallman-Thrasher, McCracken 305A, Ohio University, Athens, OH 45701; hallman@ohio.edu

* In accordance with MTE policy regarding potential conflicts of interest with the editor, the review process for this manuscript was handled by Denisse R. Thompson.

(Corresponding author is Spangler dspangle@uga.edu)(Corresponding author is Hallman-Thrasher hallman@ohio.edu)
Mathematics Teacher Educator

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