Learning to Respond to Students in Discussions
Examining the Use of Planted Errors in an Approximation of Practice
Bibliographic Data
| ID | 7862126 |
|---|---|
| Authors | Erin E Baldinger (0000-0002-1260-0818, University of Minnesota, St. Paul, USA, corresponding author), Matthew P Campbell (0000-0003-2867-1159, West Virginia University, Morgantown, USA), Foster Graif (0000-0003-4695-374X, University of Minnesota, St. Paul, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 5 |
| Pages | 523-537 |
| Publication date | 2021-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0022487120977148 |
| OpenAlex | W3110211014 |
| Language | EN |
| Citations received | 4 |
| References cited | 26 |
Students’ contributions that are not yet mathematically complete, precise, or correct are crucial for learning through classroom discussions. We aim to support teacher candidates (TCs) to see students’ ideas as evidence of sensemaking and to respond in ways that keep student thinking central to the discussion. Although approximations of practice are a promising pedagogy for supporting TCs’ learning, more research is needed to link features of approximations and TCs’ opportunities to learn. Using data from a multiyear collaboration across two institutions, we investigate the use of coached rehearsals and how the design feature of “planted errors” contributed to multiple components of teacher learning in part through the impact on key features of approximations of practice. Our findings illustrate the available opportunities for TCs to develop skill with a complex practice. These results offer implications for the design of approximations of practice and approaches to studying their role in teacher development
Key (lock) · Knowledge management · Mathematical practice · Mathematics education · Pedagogy · Sensemaking · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Mathematics Teacher Noticing
Teaching Practice
The role of deliberate practice in the acquisition of expert performance.
Error management behavior in classrooms
From rote to reasoned
Facilitating decomposition and recomposition in practice-based teacher education
Practices and beliefs in mistake-handling activities
Appropriating Tools for Teaching English
Getting Inside Rehearsals
Helping Novices Learn to Teach
"Making Justice Peripheral by Constructing Practice as "Core
Content Knowledge for Teaching
Keeping It Complex
Situated Learning
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |