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Full-Text Articles in Education
Using Multi-Decision Scenarios To Facilitate Teacher Knowledge For Mathematical Questioning, Karl Kosko
Using Multi-Decision Scenarios To Facilitate Teacher Knowledge For Mathematical Questioning, Karl Kosko
Karl W Kosko
A novel method for both examining and improving preservice teachers’ knowledge for facilitating mathematical discussion is presented. The online platform LessonSketch.org was used to create comic-based representations of mathematics teaching that included multiple variations depending on user (preservice teacher) question choice. Each scenario includes three decision points in which question types are available as options for the user, allowing for 39 potential storylines generated from user choice. Preliminary data from preservice teachers is presented, along with an example scenario, to support discussion for implementation in teacher education, with the example provided focusing particularly on elementary mathematics.
Perceptions And Reality: One Teacher’S Use Of Prompts In Mathematical Discussions, Karl Kosko, Yang Gao
Perceptions And Reality: One Teacher’S Use Of Prompts In Mathematical Discussions, Karl Kosko, Yang Gao
Karl W Kosko
We examined one primary teacher’s knowledge for facilitating mathematical discussion (MKT-Disc) via approximations of practice and compared her use of certain questioning prompts in these vignettes with her facilitation of discussions in her actual mathematics teaching. Findings showed differences in what the teacher reported she knows and what she actually did in practice. Evidence suggests the teacher’s institutional obligations to a mandated curriculum, as well as the nature of her MKT-Disc, were the primary reasons for the mismatch between approximations and actual practice.
Writing Sophistication In Students Answers To Algebraic Questions., Karl Kosko, Jesse Wilkins, Vanessa Pitts Bannister
Writing Sophistication In Students Answers To Algebraic Questions., Karl Kosko, Jesse Wilkins, Vanessa Pitts Bannister
Karl W Kosko
Various research has identified mathematical writing as promoting metacognition of students. This metacognition can come in the form of generalizations which in theory should support abstraction in algebraic reasoning. The current study sought to link the level of mathematical writing sophistication to displayed algebraic reasoning. Analysis of 6th, 7th, and 8th grade data showed that students who provided algebraic as opposed to arithmetic reasoning wrote about mathematics in a more detailed manner.