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Learning to Anticipate: A Teaching Experiment on a Cooperating Teacher's Work with a Pre-service Teacher
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.
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.