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Preservice Teachers’ Competencies to Select and Sequence Students’ Solution Strategies for Productive Whole-Class Discussions

Erin Meikle 

September 2014, Volume 3, Issue 1, Page 25

It can be difficult for teachers to make in-the-moment decisions about which solution strategies to cognitively challenging tasks should be included in the whole-class discussion (Stein, Engle, Smith, & Hughes, 2008). Teachers can purposefully select and sequence the solution strategies to help create a whole-class discussion that promotes the mathematical learning goal. An intervention was implemented in a middle school methods course that aimed to understand preservice teachers’ (PSTs’) competencies in formulating rationales for their selecting and sequencing choices.

Mathematics Teacher Educator is co-published by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators.