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Lesson Planning and Responding to St...

Dillman, Brittany.

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Lesson Planning and Responding to Student Errors and Uncertainties in Mathematics Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lesson Planning and Responding to Student Errors and Uncertainties in Mathematics Classrooms./
Author:	Dillman, Brittany.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	260 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28498806
ISBN:	9798505545676

Lesson Planning and Responding to Student Errors and Uncertainties in Mathematics Classrooms.
Dillman, Brittany.

Lesson Planning and Responding to Student Errors and Uncertainties in Mathematics Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 260 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ph.D.)--Michigan State University, 2021.

This item must not be sold to any third party vendors.

In this study, I worked with five secondary mathematics preservice teachers (PSTs) in their final year of their undergraduate teacher education program at a large, midwestern university. I examined written lesson plans, observed enacted lessons, and interviewed PSTs about planning and teaching. The purpose of this study was to better understand how their planning practices influenced their classroom discourse practices, particularly when responding to students' errors and uncertainties. Despite using a robust planning framework, 64% of anticipated student thinking was instrumental (Skemp, 1977) or low level, focused on facts or procedures (compared to relational, high level, or conceptual thinking). The data strongly showed that PSTs were challenged to anticipate student thinking and were likely to over- or underestimate students thinking. Additionally, there were considerable differences in the quality and quantity of PSTs' planned and enacted discourse, particularly in response to errors and uncertainties. Forty-one percent of PSTs' planned discourse moves were low level, 50% of their enacted moves were low level and 58% of their responses to errors and uncertainties also were. However, their high level moves only declined from planning to enactment, not from enacted to responding to errors and uncertainties. PSTs identified four challenges in maintaining high cognitive demand: time management, communicating the purpose of the lesson, scaffolding, and in-the-moment decision making. These results align with prior studies that indicate PSTs struggle to plan for student thinking and need support, but with support can learn to engage in productive discourse practices, particularly in response to errors and uncertainties.

ISBN: 9798505545676Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Classroom discourse

Lesson Planning and Responding to Student Errors and Uncertainties in Mathematics Classrooms.
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300 $a 260 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
500 $a Advisor: Putnam, Ralph T.
502 $a Thesis (Ph.D.)--Michigan State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a In this study, I worked with five secondary mathematics preservice teachers (PSTs) in their final year of their undergraduate teacher education program at a large, midwestern university. I examined written lesson plans, observed enacted lessons, and interviewed PSTs about planning and teaching. The purpose of this study was to better understand how their planning practices influenced their classroom discourse practices, particularly when responding to students' errors and uncertainties. Despite using a robust planning framework, 64% of anticipated student thinking was instrumental (Skemp, 1977) or low level, focused on facts or procedures (compared to relational, high level, or conceptual thinking). The data strongly showed that PSTs were challenged to anticipate student thinking and were likely to over- or underestimate students thinking. Additionally, there were considerable differences in the quality and quantity of PSTs' planned and enacted discourse, particularly in response to errors and uncertainties. Forty-one percent of PSTs' planned discourse moves were low level, 50% of their enacted moves were low level and 58% of their responses to errors and uncertainties also were. However, their high level moves only declined from planning to enactment, not from enacted to responding to errors and uncertainties. PSTs identified four challenges in maintaining high cognitive demand: time management, communicating the purpose of the lesson, scaffolding, and in-the-moment decision making. These results align with prior studies that indicate PSTs struggle to plan for student thinking and need support, but with support can learn to engage in productive discourse practices, particularly in response to errors and uncertainties.
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