Exploring young children's (mathematical) thinking: preservice teachers reflect on the use of the one-to-one interview

One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.     

The role of a children's mathematical thinking experience in the preparation of prospective elementary school teachers

Historically, content preparation and pedagogical preparation of teachers in California have been separated. Recently, in integrating these areas, many mathematics methodology instructors have incorporated children's thinking into their courses, which are generally offered late in students’ undergraduate studies. We have implemented and studied a model for integrating mathematical content and children's mathematical thinking earlier, so that prospective elementary school teachers (PSTs) engage with children's mathematical thinking while enrolled in their first mathematics course. PSTs’ work with children in the Children's Mathematical Thinking Experience (CMTE) may enhance their mathematical learning. Preliminary study results indicate that the sophistication of CMTE students’ beliefs about mathematics, teaching, and learning increased more than the sophistication of beliefs held by students enrolled in a reform-oriented early field experience and that experiences considering children's mathematical thinking provided PSTs with increased motivation for learning mathematics.     

Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge

The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to assess SRL processes. Results showed that exposure to metacognitive support using the IMPROVE self-questioning method may enhance preservice teachers' ability to reflect on and regulate their learning processes. This, in turn, can develop their TPCK, both as learners (comprehension skills) and as teachers (design skills). Further analysis indicated high correlations within SRL measures (self-reports, online reflections) and between SRL and TPCK tasks. Implications are discussed for teacher training in SRL-integrated TPCK contexts.     

Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers

Excerpts from case studies of two preservice teaching teams exemplify a new approach for merging research and practice within an introductory early childhood methods course. Through participation in cycles of collaborative action research focused on the joint task of implementing long-term projects, preservice teachers evidenced change in the ways they participated in and developed an inquiry-oriented teaching stance. In particular, changes included (1) an increased awareness of the value and need to share responsibility with teammates for making curriculum decisions, (2) early attempts to self-regulate teaching behaviors through reflection-in-action, and (3) an appreciation for and use of documentation in making visible and public the relationship between teacher thinking, practice, and children's learning. While changes in level of reflectivity and practice are noted and valued, the ways in which preservice teachers’ participation begins to change may be as valuable an indicator of preservice teacher development as the possession of new knowledge and skills.     

Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers

This paper explores the idea of thinking skills approaches as tools for pedagogical inquiry and in so doing seeks to develop the link between the promotion of inquiry‐based learning, which is a central tenet of thinking skills, and inquiry‐based teaching as an approach to professional development and school improvement. The first part of the paper examines the impact of teaching thinking skills on teachers by drawing upon a systematic review of research evidence. The second part of the paper sets the characteristics identified in the context of research into teachers’ development and considers the contribution of a pedagogy based on thinking skills approaches to continuing professional development.     

Dynamic assessment and teachers' knowledge of children's mathematical thinking: a case study in children's mathematics

This paper considers the kind of pedagogical knowledge and principles involved in the operationalisation of knowledge of children's mathematical thinking as a process of dynamic assessment. Using a case study of a particular child, this paper explores planning and instruction for a child determined by a detailed and informed interpretation of the child's conceptual understanding through a dynamic process. It presents as a case study the observations of a teacher who had undertaken professional development in children's mathematical thinking, theoretically informed by Cognitively Guided Instruction and Maths Recovery. The observations revealed the child's mathematical understanding and how the teacher used this knowledge dynamically to inform teaching. The paper outlines the kind of knowledge required of teachers to enact this dynamic process in mathematics teaching and argues for the centrality of this to the development of inclusive practice.     

Factors contributing to success in mathematical estimation in preservice teachers: Types of problems and previous mathematical experience

Variables that may affect success in mathematical estimation in preservice elementary teachers were studied. A multiple regression analysis was performed in order to predict success on a 25 problem estimation test. Subjects' answer to the question, “Are you good at math?” was the best predictor of success on the estimation test. Other important variables were college grade point average, years of study of mathematics, and enjoyment of mathematics. Not only were average mathematics grades not related to estimation score, but they were negatively correlated to estimation score. Half the subjects saw problems in an applied format, and half saw the same problems in a computational format. The number of subjects answering problems correctly in the application format was significantly greater than the number of subjects answering questions correctly in the computational format. This result was contradictory to results usually found for finding exact answers with pencil and paper. A reason for greater success on problems in the application format may be related to the fact that the applied problems involved money, a very relevant type of problem in which to quickly estimate an answer.     

Documenting with early childhood education teachers: pedagogical documentation as a tool for developing early childhood pedagogy and practises

The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of documenting appears fine in theory, and international experiences of constructing child-centered pedagogy through documents are promoted in the literature, accomplishing this task successfully is challenging in practise. In this study, as the features of documentation in early childhood education and care practise were considered critically, ideological discord was found within the national and local policy-making process, including problems with pedagogical leadership, which reduced the power of documentation in practise. However, the study also revealed that using documentation empowered the teachers as professionals, helped them communicate with parents and children, and guided them to focus on the children’s views.     

Understanding and developing inclusive practices in schools: a collaborative action research network

This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raising standards, as determined by the aggregation of test and examination scores, and polices for reducing marginalization and exclusion within the English education service. The paper also explains what has been learnt about the potential benefits of partnerships between practitioners and academics.     

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.     

A comparison of recursive and nonrecursive models of attitude towards problem-based learning,disposition to critical thinking,and creative thinking in an computer literacy course for preservice teachers

Education and Information Technologies - The present study investigates a comparison of the recursive and non-recursive models of attitude towards problem-based learning, disposition to critical...     

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.     

Ambivalent implicit attitudes towards inclusion in preservice PE teachers: The need for assessing both implicit and explicit attitudes towards inclusion

Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested.     

Understanding media mentalities and logics: institutional and journalistic practices,and the reporting of teachers’ work

ABSTRACT

This paper explores the ‘media mentalities’ about teachers and their work in the Australian print media. The notion of media mentalities draws on the theoretical concepts of discourse, mentalities, and mediatisation. This refers to the constructed realities and forms of thought in media coverage that circulate particular accounts. These are linked to institutional and journalistic practices in media that are governed by media logics. Drawing on newspaper text and interviews with journalists, the following practices are addressed: agendisation and accountabilisation which are both institutional practices; and the journalistic practices of factualisation, emphasisation, and sensationalisation – all of which operate globally, to some degree, across and within media institutions and media practitioners, and produce the news about teacher's work within the framework of these practices.     

Community,love, and culture: pedagogical insights for Black students in White spaces

Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.     

Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making

This article critically examines existing models and different ways of understanding undergraduate research to argue that there is a need for a coherent framework for student research that can contribute to curricular and pedagogical decision-making. A framework derived from analysing and integrating models of undergraduate research within the literature and from investigation in different countries is presented and explained. This framework graphically highlights the curricular and pedagogical choices involved where it is intended to engage students in research and inquiry. The article then indicates how it has been and can be used and discusses implications for research and practice.     

Modeling as moral education: Documenting,analyzing, and addressing a central belief of preservice teachers

This study reports belief survey data from 92 preservice teachers responding to questions about the moral work of teaching. Those data reveal that participants commonly express the belief that modeling is a primary means by which moral education occurs. The survey responses are analyzed to show a number of themes regarding the nature of preservice teachers' beliefs about how modeling works. Recommendations for teacher education practice to prepare preservice teachers for the moral work of teaching, by addressing their beliefs about such work, are discussed, along with ongoing research needs to support effective and responsible teacher education practices.