| Owner: |
P. Karen Murphy
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| Owner Email: |
pkm15@psu.edu
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| Paper Title: |
Exploring Preservice Teachers’ Proficiency With Argumentation-Oriented, Discourse-Intensive Pedagogy in Elementary Mathematics
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| Session Title: |
Preservice and In-Service Teacher Education in Mathematics (Table 12)
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/25/2025
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| Presentation Location: |
Denver, CO
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| Descriptors: |
Discourse Studies, Teacher Education - Pre-Service, Teacher Education - Undergraduate
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| Methodology: |
Qualitative
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| Author(s): |
P. Karen Murphy, Pennsylvania State University; Gwendolyn Lloyd, Pennsylvania State University; Sara E. Baszczewski, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Yue Tang, Pennsylvania State University; Rachel Wolkenhauer, Pennsylvania State University; Amy Voss Farris, Pennsylvania State University
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| Unit: |
Division C - Learning and Instruction
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| Abstract: |
Engaging students in discussion and mathematical argumentation is crucial for enhancing their mathematical understanding and sense-making. To prepare teachers for enacting student-centered learning activities, preservice teachers (PSTs) need instruction and practice with these pedagogies during teacher training. Drawing on data collected from a mathematics methods course during which PSTs participated in Quality Talk, a discussion-based intervention, we explore how PSTs develop knowledge and skills related to small-group discussion in elementary mathematics. Examining teaching efficacy and participation in discussion for four PSTs, we found that PSTs with higher self-efficacy and who participate more effectively during in-class discussions about the mathematics concepts they will teach in their future classrooms also tend to be more effective when facilitating mathematics discussions with elementary students.
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| DOI: |
https://doi.org/10.3102/2194335
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