Enacting Number Talks in a Simulated Classroom Environment: What Do Preservice Teachers Notice About Students?

Dawn M. Woods
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Abstract


Number talks are short mathematical discussions offering sensemaking opportunities for students. Aside from bolstering students’ mathematical learning, this instructional routine may also support preservice teachers (PSTs) in investigating how to facilitate discussion-focused instruction. In this study, PSTs engage in a learning cycle to explore, plan and rehearse two separate number talks during human-in-the-loop simulations, and then reflect on these experiences. During the first simulation, PSTs focus on understanding the routine’s components while positioning avatar-students as sensemakers as they elicit their participation. In the second simulation, PSTs build their instructional skills as they record representations of students’ mathematical thinking, probe students’ thinking in order to make mathematics visible, as well as notice missed opportunities to support students’ mathematical reasoning during reflections of their experiences. Implications of this study suggest that simulations, when embedded within a cycle of enactment and reflection, support PSTs in developing professional noticing skills.


Keywords


Simulations, Practice-based teacher education, Rehearsals, Number talks, Noticing, Instructional routines, Reflective practice

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References


Woods, D. M. (2021). Enacting number talks in a simulated classroom environment: What do preservice teachers notice about students? International Journal of Technology in Education (IJTE), 4(4), 772-795. https://doi.org/10.46328/ijte.148




DOI: https://doi.org/10.46328/ijte.148

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.