Document Type

Article

Language

eng

Format of Original

38 p.

Publication Date

4-30-2010

Publisher

American Educational Research Association

Source Publication

AERA Online Paper Repository

Abstract

In this study, we explored the relationship between the strength of pre-service teachers’ algebraic thinking and the characteristics of the questions they posed during cognitive interviews that focused on probing the algebraic thinking of middle school students. We developed a performance rubric to evaluate the strength of pre-service teachers’ algebraic thinking across 130 algebra-based tasks. We used an existing coding scheme found in the literature to analyze the characteristics of the questions pre-service teachers posed during clinical interviews. We found that pre-service teachers with higher algebraic thinking abilities were able to pose probing questions that uncovered student thinking through the use of follow up questions. In comparison, pre-service teachers with lower algebraic thinking abilities asked factual questions; moving from one question to the next without posing follow up questions to probe student thinking.

Comments

Accepted version. AERA Online Paper Repository, (April 20, 2010). © Leigh A. van den Kieboom, Marta T. Magiera and John C. Moyer, 2010. Used with permission

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