Preservice teachers’ use of contrasting cases in mathematics instruction
Abstract
Drawing comparisons between students’ alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers’ when asked to design a short lesson when given a problem and two student solutions—one correct and one incorrect. These micro-teaching events were videotaped and coded, revealing that fewer than half of participants (43%) made any explicit comparison or...
Paper Details
Title
Preservice teachers’ use of contrasting cases in mathematics instruction
Published Date
Mar 3, 2017
Journal
Volume
45
Issue
3
Pages
311 - 329
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