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.
Recommended Citation
van den Kieboom, Leigh A.; Magiera, Marta; and Moyer, John, "Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students" (2010). Mathematics, Statistics and Computer Science Faculty Research and Publications. 420.
https://epublications.marquette.edu/mscs_fac/420
Comments
Accepted version. AERA Online Paper Repository, (April 20, 2010). © 2010 Leigh A. van den Kieboom, Marta T. Magiera and John C. Moyer. Used with permission