TY - CHAP
T1 - “HELPING LEARNERS” – PRE-SERVICE MATHEMATICS TEACHERS’ CONCEPTIONS OF LEARNING SUPPORT THROUGH THE LENS OF THEIR SITUATED NOTICING – A VIGNETTE-BASED STUDY
AU - Kuntze, Sebastian
AU - Friesen, Marita
AU - Erens, Ralf
AU - Krummenauer, Jens
AU - Samková, Libuše
AU - Fernández, Ceneida
AU - Ivars, Pere
AU - Llinares, Salvador
AU - Martínez, Melania Bernabeu
AU - Petrášková, Vladimíra
AU - Skilling, Karen
AU - Healy, Lulu
N1 - Funding Information:
The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the Erasmus+ Programme of the European Union. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Publisher Copyright:
© 2022, Psychology of Mathematics Education (PME). All rights reserved.
PY - 2022
Y1 - 2022
N2 - Learning support is a key aspect of the teaching profession. In particular, promoting mathematics-related learning is a goal when mathematics teachers respond to students’ questions or comments during their work on tasks. “Helping” learners in this sense should be (A) adaptive to the learner’s needs and (B) carry the potential to elicit further learning-both core aspects of learning support informed by a teacher’s noticing in the interaction with the learner. Pre-service teachers’ noticing in this area can be assumed to be still under development and there is hence a need of empirical studies investigating the learning support they suggest to provide. Consequently, this paper presents results from a vignette-based study with n=116 pre-service teachers, providing insight into their difficulties and also perspectives for improvement.
AB - Learning support is a key aspect of the teaching profession. In particular, promoting mathematics-related learning is a goal when mathematics teachers respond to students’ questions or comments during their work on tasks. “Helping” learners in this sense should be (A) adaptive to the learner’s needs and (B) carry the potential to elicit further learning-both core aspects of learning support informed by a teacher’s noticing in the interaction with the learner. Pre-service teachers’ noticing in this area can be assumed to be still under development and there is hence a need of empirical studies investigating the learning support they suggest to provide. Consequently, this paper presents results from a vignette-based study with n=116 pre-service teachers, providing insight into their difficulties and also perspectives for improvement.
UR - http://www.scopus.com/inward/record.url?scp=85180771233&partnerID=8YFLogxK
M3 - Conference paper
AN - SCOPUS:85180771233
SN - 9788413021775
T3 - Proceedings of the International Group for the Psychology of Mathematics Education
SP - 91
EP - 98
BT - Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022
A2 - Fernández, Ceneida
A2 - Llinares, Salvador
A2 - Gutiérrez, Ángel
A2 - Planas, Núria
PB - Psychology of Mathematics Education (PME)
T2 - 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Y2 - 18 July 2022 through 23 July 2022
ER -