Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students
Format of Original
American Educational Research Association
AERA Online Paper Repository
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.
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.
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