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doi: 10.1007/s10857-024-09630-wpmid: N/A
This study was an examination of the fractional reasoning of elementary preservice teachers (PSTs) within the context of a dynamic digital environment known as Dynamic Ruler. Using an inductive content analysis approach, we administered four fraction-as-measure tasks to 142 PSTs and devised a comprehensive coding scheme to assess their fractional reasoning. The results showed that PSTs’ fractional reasoning could be categorized into five levels based on how they identified length units and coordinated the units. Notably, this study revealed that adjusting the size of the Dynamic Ruler through dragging could serve as a dynamic mediator, representing the conceptualization of fractions as a measure by identifying appropriate fractional units to measure a given length. We derived practical implications from our study to inform the design of mathematics pedagogy courses aimed at bolstering PSTs’ fractional reasoning.
Mendez, Jose Angel; van Es, Elizabeth A.
doi: 10.1007/s10857-024-09635-5pmid: N/A
How teachers attend to and interpret positive relational interactions shapes how they enact instructional practices for equity. We draw on frameworks from equitable mathematics instruction, relational interactions, and teacher noticing to conceptualize mathematics teachers’ relational noticing. Using noticing interview and classroom observation data from a research collaborative between secondary mathematics teachers and university-based teacher educators, we document the range and diversity of ten teachers’ relational noticing. We use this analysis to examine how teachers’ relational noticing supports enacting equitable instructional practices. Our findings indicate five themes of teachers’ relational noticing that are informed by their personal histories, understanding of dominant narratives of mathematics education, and their local sociopolitical school context. Additionally, teachers enacted a range of practices for creating positive relational interactions, with attending to student thinking being the most enacted practice. Our findings suggest that mathematics teachers’ relational noticing can support the three axes of equitable instruction.
doi: 10.1007/s10857-024-09640-8pmid: N/A
This study uses structural equation modeling to investigate the relationships between pre-service teachers’ (PSTs’) course-taking history, beliefs about mathematics, beliefs about students’ mathematical ability, and opinions about (1) how student errors should be addressed when they occur and (2) how much emphasis should be given to various forms of assessment. The results indicate that some types of courses are strongly associated with beliefs about the nature of mathematics. Specifically, PSTs who have taken more mathematics courses are more likely to see mathematics as a set of rules. PSTs’ views about mathematics strongly predict their beliefs about who can do high-level mathematics, how they think student errors should be addressed, and which forms of assessment they think are most appropriate. Implications for teacher preparation programs are discussed.
Sweeney, Amelia; Reid O’Connor, Bronwyn
doi: 10.1007/s10857-024-09641-7pmid: N/A
In this study, teacher attitudes towards streaming in New South Wales (NSW), Australia were explored. This mixed methods research surveyed 30 secondary mathematics teachers. Findings indicated that NSW teachers had experience teaching both mixed-attainment and streamed mathematics classes, however streaming was the prevalent practice. Teachers believed streaming was the ideal method of grouping students in mathematics, allowing for better management of workloads and resulting in less behavioural issues. Teachers also believed that streaming positively impacted the academic outcomes of perceived high-ability students. However, there were mixed findings in teachers’ beliefs about the overall impacts of streaming on perceived low-ability students. While, teachers felt that streaming was able to better meet the academic needs of perceived low-ability students, the negative impacts of streaming on the wellbeing of these students was also noted. Overall, we argue that findings indicate that further exploration is needed into ways in which streaming can be made more equitable as it appears to currently be an intractable practice in Australia and other international settings.
Green, Eric; Rupnow, Theodore J.; Bracewell, Lorna N.
doi: 10.1007/s10857-024-09643-5pmid: N/A
Researchers in education have begun to address inclusivity for gender-diverse populations, but the authentic experiences of gender-variant students presented directly by the students themselves are largely unheard in the literature of mathematics education. In this co-authored report, we include the experiences of a genderqueer preservice mathematics teacher over the course of a semester at university through their autoethnography and the reflections of a mathematics teacher educator supervising the research. Through this study, we provide educators a window into some ways that gender-variant students may experience the classroom and academia. One goal of this research is to create a space for the authentic voice of gender-variant individuals in the discussion of gender-inclusive education. We highlight implications for mathematics teacher educators involving gender-variant students’ gender journeys as processes instead of moments of coming out, the interdependent process of building relationships of trust, and the importance of trying and failing and trying again as we seek to be more inclusive educators.
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