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PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.

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Title: PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.
Authors: Howell, Heather1 hhowell@ets.org, Francis, Dionne Cross2 dicross@unc.edu, Bharaj, Pavneet Kaur2 pkbharaj@unc.edu, Shekell, Calli1 cshekell@ets.org
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p1033-1038. 6p.
Subject Terms: *Emotions, *Mathematics education, *Mathematics teachers, *Mathematics students, *Classrooms, *Education of student teachers
Abstract: The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to postactivity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester. From this initial coding, we will select three to four cases that represent a range of understandings and emotional experiences and conduct in-depth analyses on the patterns of engagement in the OPS, drawing on records of practice from their experiences in the OPS. We discuss ways that teacher educators can scaffold PSTs’ experiences as they develop the skills to facilitate argumentation-focused discussions. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.
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  Data: <searchLink fieldCode="AR" term="%22Howell%2C+Heather%22">Howell, Heather</searchLink><relatesTo>1</relatesTo><i> hhowell@ets.org</i><br /><searchLink fieldCode="AR" term="%22Francis%2C+Dionne+Cross%22">Francis, Dionne Cross</searchLink><relatesTo>2</relatesTo><i> dicross@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Bharaj%2C+Pavneet+Kaur%22">Bharaj, Pavneet Kaur</searchLink><relatesTo>2</relatesTo><i> pkbharaj@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Shekell%2C+Calli%22">Shekell, Calli</searchLink><relatesTo>1</relatesTo><i> cshekell@ets.org</i>
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  Data: *<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+student+teachers%22">Education of student teachers</searchLink>
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  Data: The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS). We will examine 14 PSTs’ responses to postactivity surveys targeting their understanding of argumentation-focused discussions and emotional experiences, over the course of a single semester. From this initial coding, we will select three to four cases that represent a range of understandings and emotional experiences and conduct in-depth analyses on the patterns of engagement in the OPS, drawing on records of practice from their experiences in the OPS. We discuss ways that teacher educators can scaffold PSTs’ experiences as they develop the skills to facilitate argumentation-focused discussions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Mathematics teachers
        Type: general
      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Education of student teachers
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      – TitleFull: PST LEARNING TO FACILITATE ARGUMENTATION VIA SIMULATION: EXPLORING THE ROLE OF UNDERSTANDING AND EMOTION.
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            NameFull: Howell, Heather
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            NameFull: Francis, Dionne Cross
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            NameFull: Bharaj, Pavneet Kaur
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            NameFull: Shekell, Calli
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            – D: 01
              M: 01
              Text: 2021
              Type: published
              Y: 2021
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