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September 2014, Volume 3, Issue 1

FEATURES

EDITORIAL: Tools as a Catalyst for Practitioners’ Thinking
Margaret S. Smith
A discussion of tools used for research that also have the potential to influence the practice of teacher education.

Using Toulmin’s Model to Develop Prospective Secondary Mathematics Teachers’ Conceptions of Collective Argumentation
Patty Anne Wagner, Ryan C. Smith, AnnaMarie Conner, Laura M. Singletary, and Richard T. Francisco
As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate collective arguments. Many mathematics education researchers find Toulmin’s (1958/2003) model of argumentation useful in analyzing arguments, raising the question of whether mathematics teachers would find it useful as well. The authors introduced the model to prospective secondary mathematics teachers and asked them to analyze arguments using it.

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

Using Task Dialogues to Enhance Preservice Teachers’ Abilities to Orchestrate Discourse
Denise A. Spangler and Allyson Hallman-Thrasher
The authors 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.

THANKS FROM NCTM : CAEP Program Reviewer Recognition

NCTM thanks the Council for the Accreditation of Educator Preparation (CAEP) program reviewers for 20132014.

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Call for Manuscripts: Mathematics Teacher Educators