Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types...

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Autores principales:	Ji-Eun Lee, Woong Lim
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	eliciting lesson play preservice teacher education questioning student thinking Mathematics QA1-939
Acceso en línea:	https://doaj.org/article/9539d80d8c0c4cfb99c2a96ed98c6072
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id	oai:doaj.org-article:9539d80d8c0c4cfb99c2a96ed98c6072
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spelling	oai:doaj.org-article:9539d80d8c0c4cfb99c2a96ed98c60722021-11-25T18:16:27ZPreservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays10.3390/math92228422227-7390https://doaj.org/article/9539d80d8c0c4cfb99c2a96ed98c60722021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7390/9/22/2842https://doaj.org/toc/2227-7390This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.Ji-Eun LeeWoong LimMDPI AGarticleelicitinglesson playpreservice teacher educationquestioningstudent thinkingMathematicsQA1-939ENMathematics, Vol 9, Iss 2842, p 2842 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	eliciting lesson play preservice teacher education questioning student thinking Mathematics QA1-939
spellingShingle	eliciting lesson play preservice teacher education questioning student thinking Mathematics QA1-939 Ji-Eun Lee Woong Lim Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
description	This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.
format	article
author	Ji-Eun Lee Woong Lim
author_facet	Ji-Eun Lee Woong Lim
author_sort	Ji-Eun Lee
title	Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
title_short	Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
title_full	Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
title_fullStr	Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
title_full_unstemmed	Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays
title_sort	preservice teachers’ eliciting and responding to student thinking in lesson plays
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/9539d80d8c0c4cfb99c2a96ed98c6072
work_keys_str_mv	AT jieunlee preserviceteacherselicitingandrespondingtostudentthinkinginlessonplays AT woonglim preserviceteacherselicitingandrespondingtostudentthinkinginlessonplays
_version_	1718411396983554048

Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

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