Document Type

Conference Paper

Publication Date

2023

DOI

10.51272/pmena.45.2023

Publication Title

Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Volume

1

Pages

522-531

Conference Name

Fourty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, October 1-4, 2023, Reno, Nevada

Abstract

Research on pre-service teachers' discussion practices has focused on decompositions of practice into subskills, while acknowledging the importance of the role of context, identity, and relationships between interactive moves. We focused on 66 elementary preservice teachers' (PSTs') framing-launching moves in discussions after problem-solving in a MursionTM custom simulation. PSTs used five moves: gathering information about student processes, focusing on problem features, task and non-task oriented social interactions, and partner talk. Empirical findings of PSTs' intentions and tacit actions coupled with study findings of the diversity in PSTs' framing moves, highlight the complexity of teacher decision making involved in discussion subsills such as framing. We argue that PSTs' framing moves are motivated by an array of intentions including the mathematics aims of discussions.

Rights

© 2023 The Authors.

"Articles published in the proceedings are copyrighted by the authors. Permission to reproduce an article or portions from an article must be obtained from the author."

Included with the kind written permission of the author.

Comments

Bibliographic information:

ISBN: 978-1-7348057-2-7

DOI: https://doi.org/10.51272/pmena.45.2023

Editors: Teruni Lamberg and Diana Moss

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Kocabas, S., Grant, M., Kastberg, S., & Alyami, H. (2023). Pre-service elementary teacher's framing of mathematical discussions after problem-solving through Mursion™ simulation. In T. Lamberg & D. Moss (Eds.), Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.522-531). Psychology of Mathematics & Education of North America. https://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%201.pdf#page=530

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