Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Student teachers and experienced teachers selected mathematical versus non-mathematical episodes, and fraction-related versus other mathematical episodes, at similar rates in cued retrospective reporting. → Maikki Pouta 2020
Evidence¶
Maikki Pouta 2020¶
Maikki Pouta, Erno Lehtinen & Tuire Palonen. (2020). Student Teachers' and Experienced Teachers' Professional Vision of Students' Understanding of the Rational Number Concept. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09536-y
q2 · i? · associational · r1
Cued retrospective reporting analysis of episodes from four student teachers and four experienced teachers teaching fractions. The article reports no significant difference in selection of "mathematical and non-mathematical episodes"; no effect size is printed.
"There was no significant difference in student teachers'and experienced teachers'selection of mathematical and non-mathematical episodes, χ2 (1, N = 152) = 1476."
Discussion¶
Related Claims¶
- Experienced and student teachers establish joint attention with pupils at different moments during instruction — related
- Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations — related
- Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking — related
- Student teachers interpret students' fraction understanding at more advanced levels than experienced teachers in retrospective reporting — related
- Attempts at shared attention accompany supportive instruction among experienced teachers but non-supportive instruction among student teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-group-difference-attending-mathematical-thinking |
title |
Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching |
description |
Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — maikki-pouta-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.