Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students
Year: 2010
Type: article
Study design: Observational Study
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.
Institution: Marquette University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2462291146