Analysis of Pre-service Teachers’ Virtual Number Talks Practice: Implications for the Preparation of Facilitating Mathematics Discussions

Book Editors

Alyson E. Lischka, Elizabeth B. Dyer, Ryan Seth Jones, Jennifer N. Lovett, Jeremy Strayer, Samantha Drown

Type

Conference Proceeding

Publication Date

2022

Book Title

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

Publisher

Middle Tennessee State University

Pages

1248-1256

Description

Efforts within mathematics teacher education have recognized and attended to the importance of developing pre-service teachers’ skills for leading mathematical discussions. Number Talks have been utilized in teacher preparation programs to create opportunities to practice discussion facilitation moves. A virtual Number Talk field experience was enacted to provide pre-service teachers the experience of facilitating Number Talks while navigating technology. Two purposefully selected pre-service teachers’ experiences conducting virtual Number Talks were analyzed using a formative assessment that decomposed the discussion practice. As a mode of using research to inform teacher educator practice, results of the analysis provide implications for assisting pre-service teachers in orchestrating productive mathematics discussions using technology in order to move from critical dissonance to resonant harmony in praxis.

ISBN

9781734805710

Published Citation

Meador, A., & Fletcher, N. (2022). Analysis of Pre-service Teachers’ Virtual Number Talks Practice: Implications for the Preparation of Facilitating Mathematics Discussions. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds.), Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University (pp. 1248-1256).

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