Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher students provided significantly more advanced interpretations of students' mathematical thinking in retrospective recall protocols than experienced teachers. → Nückles 2021 q2 i? Experienced teachers were far more successful than teacher students in providing effective instructional support for students' understanding of fractions. → Nückles 2021 (2)

Evidence¶

Nückles 2021¶

Nückles, M. (2021). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09567-5

q2 · i? · review · r2

Naturalistic eye-tracking study by Pouta et al. with teacher students and experienced teachers teaching a fractions lesson; retrospective recall protocols from videotaped lessons were coded, yielding this counterintuitive result.

"the teacher students provided significantly more advanced interpretations of students'mathematical thinking in the retrospective recall protocols, whereas the experienced teachers'reasoning remained mostly on a descriptive level"

Nückles 2021 (2)¶

Nückles, M. (2021). Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09567-5

q2 · i? · review · r2

Video coding of the same Pouta et al. lessons shows experienced teachers' instructional support was more effective, dissociating realized scaffolding from retrospective reasoning quality.

"the coding of the lesson videos clearly showed that the experienced teachers were far more successful than the teacher students in providing effective instructional support for students' understanding of fractions."

Discussion¶

Related Claims¶

• After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions — related
• Teachers judged LLM-simulated student ideas realistic and most useful when the ideas sparked sensemaking about student thinking and suggested scaffolds — related
• A feedback provision scaffold of prompts plus a sample solution significantly improves the quality of feedback messages pre-service teachers provide on peers' case analyses — related
• Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching — related
• Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations — related
• Student teachers interpret students' fraction understanding at more advanced levels than experienced teachers in retrospective reporting — possibly the same claim (merge candidate)