One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic re_ ection and learning from their own teaching. One important skill involved in systematic re_ ection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs' ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts in_ uenced PTs' enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs' hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs' responses.

Contributor Notes

Christine Phelps-Gregory, Mathematics Department, Pearce 214, Central Michigan University, Mt. Pleasant, MI 48859; phelp1cm@cmich.edu

Sandy Spitzer, Department of Mathematics, Towson University, 8000 York Road, Towson, MD 21252; sspitzer@towson.edu

(Corresponding author is Phelps-Gregory phelp1cm@cmich.edu)(Corresponding author is Spitzer sspitzer@towson.edu)
Mathematics Teacher Educator

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