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Learning to Anticipate: A Teaching Experiment on a Cooperating Teacher's Work with a Pre-service Teacher
Abstract
Learning to teach mathematics is a complex process of understanding the content and navigating the interactions between... Studies exist that attempt to better understand how pre-service teachers learn to teach in a mathematics classroom, but few are from the perspective of the cooperating teacher. This study uses components of teaching experiments to examine the design of activities done by a practicum student and the author, a cooperating teacher. Specifically, the activities were designed to generate discussion around the ability of anticipating student solutions and teacher responses to mathematical tasks in a high school Geometry classroom. Results suggest an increase in the number of incorrect student solutions anticipated and a shift toward teacher responses that focus on student understanding. There also was evidence that supports using activities involving anticipating when planning with pre-service teachers. Implications of these results extend to teacher education programs as well as clinical experiences for teachers in other subjects besides Geometry.
Subject Area
Mathematics education
Recommended Citation
Janike, Patrick A, "Learning to Anticipate: A Teaching Experiment on a Cooperating Teacher's Work with a Pre-service Teacher" (2019). ETD collection for University of Nebraska-Lincoln. AAI13862053.
https://digitalcommons.unl.edu/dissertations/AAI13862053