Assessing how pre-service teachers understand balance through clinical interviews and a virtual tool

Jennifer Wilhelm; Shirley Matteson; Xiaobo She

Assessing how pre-service teachers understand balance through clinical interviews and a virtual tool

Jennifer Wilhelm, Shirley Matteson, Xiaobo She

Education Curriculum Instruction

Research output: Contribution to conference › Paper › peer-review

Abstract

Our study was enacted in mathematics education classes with pre-service teachers (PSTs). This research focused on videotaped PSTs’ interview responses used to assess their understanding of balance when challenged with tasks involving virtual manipulatives. PSTs relied on visual cues to implement procedures that were often inappropriate for the task at hand. When confronted with missing-value balance tasks, 47% of the PSTs attempted an incorrect procedure using direct proportions while others employed an incorrect fractional method. Only one PST systematically solved the tasks, where he invented an inverse proportions model. Most interviewees relied on intuition and qualitative guess and check reasoning.

Original language	English
State	Published - Oct 28 2010

Fingerprint Dive into the research topics of 'Assessing how pre-service teachers understand balance through clinical interviews and a virtual tool'. Together they form a unique fingerprint.

Cite this

@conference{f9c26f315be84e57ad2900988743817d,

title = "Assessing how pre-service teachers understand balance through clinical interviews and a virtual tool",

abstract = "Our study was enacted in mathematics education classes with pre-service teachers (PSTs). This research focused on videotaped PSTs{\textquoteright} interview responses used to assess their understanding of balance when challenged with tasks involving virtual manipulatives. PSTs relied on visual cues to implement procedures that were often inappropriate for the task at hand. When confronted with missing-value balance tasks, 47% of the PSTs attempted an incorrect procedure using direct proportions while others employed an incorrect fractional method. Only one PST systematically solved the tasks, where he invented an inverse proportions model. Most interviewees relied on intuition and qualitative guess and check reasoning.",

author = "Jennifer Wilhelm and Shirley Matteson and Xiaobo She",

year = "2010",

month = oct,

day = "28",

language = "English",

}

TY - CONF

T1 - Assessing how pre-service teachers understand balance through clinical interviews and a virtual tool

AU - Wilhelm, Jennifer

AU - Matteson, Shirley

AU - She, Xiaobo

PY - 2010/10/28

Y1 - 2010/10/28

N2 - Our study was enacted in mathematics education classes with pre-service teachers (PSTs). This research focused on videotaped PSTs’ interview responses used to assess their understanding of balance when challenged with tasks involving virtual manipulatives. PSTs relied on visual cues to implement procedures that were often inappropriate for the task at hand. When confronted with missing-value balance tasks, 47% of the PSTs attempted an incorrect procedure using direct proportions while others employed an incorrect fractional method. Only one PST systematically solved the tasks, where he invented an inverse proportions model. Most interviewees relied on intuition and qualitative guess and check reasoning.

AB - Our study was enacted in mathematics education classes with pre-service teachers (PSTs). This research focused on videotaped PSTs’ interview responses used to assess their understanding of balance when challenged with tasks involving virtual manipulatives. PSTs relied on visual cues to implement procedures that were often inappropriate for the task at hand. When confronted with missing-value balance tasks, 47% of the PSTs attempted an incorrect procedure using direct proportions while others employed an incorrect fractional method. Only one PST systematically solved the tasks, where he invented an inverse proportions model. Most interviewees relied on intuition and qualitative guess and check reasoning.

M3 - Paper

ER -