Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?

被引：3

作者：

van Garderen, Delinda ^{[1
]}

Scheuermann, Amy ^{[3
]}

Sadler, Kate ^{[4
]}

Hopkins, Stephanie ^{[2
]}

Hirt, Stacy M. ^{[2
]}

机构：

[1] Univ Missouri, 303 Townsend Hall, Columbia, MO 65211 USA

[2] Univ Missouri, Special Educ, Columbia, MO 65211 USA

[3] Minnesota State Univ, Educ Studies K12 & Secondary Programs, Mankato, MN USA

[4] Southern Illinois Univ, Carbondale, IL USA

来源：

TEACHER EDUCATION AND SPECIAL EDUCATION | 2021年 / 44卷 / 04期

关键词：

students with disabilities; mathematics; pre-service teachers; visual representations; MIDDLE SCHOOL STUDENTS; PEDAGOGICAL TOOLS; TEACHING STUDENTS; USE DIAGRAMS; KNOWLEDGE; INSTRUCTION; DISABILITIES; FOUNDATIONS; ABILITY;

D O I：

10.1177/0888406421996070

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Recognizing the multiple interacting layers of pedagogical content knowledge, in this article, we present the findings from a study that examined the extent to which participation in case-based instruction about self-generated visual representations (VRs) supported special education pre-service teachers (N = 25) in enhancing their (a) knowledge of VRs, specifically what and how to teach, as a strategy for solving mathematics problems, and (b) applied instructional practices, specifically analysis of student knowledge and instructional planning, about VRs for students with disabilities (SWDs) to solve mathematics problems. The data revealed that case-based instruction about VRs in a special education mathematics methods course enriched pre-service teachers personal understanding about VRs and their ability to target SWDs learning needs regarding VRs. Implications for pre-service teacher preparation and research are provided.

引用

页码：319 / 339

页数：21

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