Student teachers interpret students' fraction understanding at more advanced levels than experienced teachers in retrospective reporting¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student teachers' notions were mostly interpretive and evaluative, whereas experienced teachers' were predominantly evaluative and descriptive; the difference in interpretation levels was significant. → 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

Qualitative coding of fraction-related CRR episodes into descriptive, evaluative and interpretive levels, double-coded with 79–86% inter-rater reliability. The article reports a significant group difference with printed percentages; no effect size is printed.

"Student teachers' notions were mostly interpretative (27.3 %) and evaluative (63.6%), whereas experienced teachers' explanations were predominantly evaluative (41.7%) and descriptive (44.4%). The difference in interpretation levels was significant, χ2 (2, N =6 9 )= 10.93, p < 0.01."

Discussion¶

Related Claims¶

• 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
• Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking — possibly the same claim (merge candidate)