Location
Session 3 Presentations - Teaching Mathematics
Proposal Track
Research Project
Session Format
Presentation
Abstract
Mathematics teacher educators (MTEs) often prepare preservice teachers (PSTs) to teach in ways they may not be familiar—including facilitating conversations that are responsive to children’s mathematical thinking (Robertson et al., 2016). Specifically, MTEs support PSTs in understanding what it means to take on the mathematical work for children and ways children can engage in sense-making (Baxter & Williams, 2010; Wood, 1998). Telling, a teaching move that can be used to take on the mathematical work for children, is often used by PSTs (Moyer & Milewicz, 2002). Thus, MTEs focus PSTs learning of more productive teaching moves such as exploring details of children’s strategies (Jacobs & Empson, 2016).
The purpose of this study was to better understand the ways PSTs used telling in their 1:1 problem solving interviews with children. More importantly, the study elevated the voices of PSTs by exploring their decision making behind telling moves. Findings showed how—for PSTs—telling was not simply black or white. The nuanced nature of telling as seen in their 1:1 problem solving interviews and described by PSTs has implications for TEs aiming to support PSTs in facilitating discussions that build on children’ mathematical thinking.
Keywords
questioning, children’s mathematical thinking, classroom discussion, preservice teachers, teacher education
Professional Bio
Dr. Montana Smithey is an Assistant Professor of Elementary Mathematics Education at Georgia Southern University. She is a recent 2021 STaR Fellow through the Association of Mathematics Teacher Educators. Dr. Smithey’s research interests include responsive teaching as it relates to children’s mathematical thinking, problem-solving and, preservice/in-service teachers’ decision-making while facilitating classroom discussions. As a former elementary classroom teacher, Dr. Smithey commitment to children learning mathematics drives her work. She graduated with her PhD in Educational Studies: Teacher Education and Development, with a focus on Mathematics Education from University of North Carolina-Greensboro.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Smithey, Montana, "Shades of Gray: The Nuances of Telling among Elementary Preservice Teachers in the Mathematics Classroom" (2021). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/47
Included in
Shades of Gray: The Nuances of Telling among Elementary Preservice Teachers in the Mathematics Classroom
Session 3 Presentations - Teaching Mathematics
Mathematics teacher educators (MTEs) often prepare preservice teachers (PSTs) to teach in ways they may not be familiar—including facilitating conversations that are responsive to children’s mathematical thinking (Robertson et al., 2016). Specifically, MTEs support PSTs in understanding what it means to take on the mathematical work for children and ways children can engage in sense-making (Baxter & Williams, 2010; Wood, 1998). Telling, a teaching move that can be used to take on the mathematical work for children, is often used by PSTs (Moyer & Milewicz, 2002). Thus, MTEs focus PSTs learning of more productive teaching moves such as exploring details of children’s strategies (Jacobs & Empson, 2016).
The purpose of this study was to better understand the ways PSTs used telling in their 1:1 problem solving interviews with children. More importantly, the study elevated the voices of PSTs by exploring their decision making behind telling moves. Findings showed how—for PSTs—telling was not simply black or white. The nuanced nature of telling as seen in their 1:1 problem solving interviews and described by PSTs has implications for TEs aiming to support PSTs in facilitating discussions that build on children’ mathematical thinking.
