Tools to support learning to plan discussions that promote students' mathematical reasoning.
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| Title: | Tools to support learning to plan discussions that promote students' mathematical reasoning. |
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| Authors: | Ødegaard, Reidun Persdatter1 (AUTHOR) reidunp@ntnu.no, Arnesen, Kristin Krogh1 (AUTHOR) kristin.arnesen@ntnu.no, Langfeldt, Marit Buset1 (AUTHOR) marit.b.langfeldt@ntnu.no |
| Source: | Journal of Mathematics Teacher Education. Apr2026, Vol. 29 Issue 2, p205-234. 30p. |
| Subject Terms: | *Student teachers, *Collaborative learning, *Teacher education, *Educational planning, *Communication strategies, *Mathematics education, Planning techniques, Logic |
| Abstract: | We investigate pre-service teachers' learning to plan discussions promoting students' mathematical reasoning. Specifically, we analyse opportunities to learn to plan provided by three planning tools: a conceptual framework of the mathematical work of reasoning and proving, a set of talk moves, and a mathematical task with students' work. In learning cycles, the pre-service teachers investigated, planned, enacted, and reflected on practice, using role-plays as an approximation to practice. The planning was organised in small groups, and these groups' collaborative work was videotaped, transcribed, and analysed using thematic analysis. Our findings reveal three patterns of tool use: tools as a support for planning, planning as a context to make sense of the tools, and the use of talk moves to plan when the students' work was insufficient as a support. From these patterns, we identify several opportunities to learn afforded by the tools. However, we also identify and discuss limitations in the design of the tools, particularly related to mathematical reasoning. Based on our findings, we discuss implications for teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 192925182 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Tools to support learning to plan discussions that promote students' mathematical reasoning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ødegaard%2C+Reidun+Persdatter%22">Ødegaard, Reidun Persdatter</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> reidunp@ntnu.no</i><br /><searchLink fieldCode="AR" term="%22Arnesen%2C+Kristin+Krogh%22">Arnesen, Kristin Krogh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kristin.arnesen@ntnu.no</i><br /><searchLink fieldCode="AR" term="%22Langfeldt%2C+Marit+Buset%22">Langfeldt, Marit Buset</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marit.b.langfeldt@ntnu.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Apr2026, Vol. 29 Issue 2, p205-234. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+strategies%22">Communication strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Planning+techniques%22">Planning techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Logic%22">Logic</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We investigate pre-service teachers' learning to plan discussions promoting students' mathematical reasoning. Specifically, we analyse opportunities to learn to plan provided by three planning tools: a conceptual framework of the mathematical work of reasoning and proving, a set of talk moves, and a mathematical task with students' work. In learning cycles, the pre-service teachers investigated, planned, enacted, and reflected on practice, using role-plays as an approximation to practice. The planning was organised in small groups, and these groups' collaborative work was videotaped, transcribed, and analysed using thematic analysis. Our findings reveal three patterns of tool use: tools as a support for planning, planning as a context to make sense of the tools, and the use of talk moves to plan when the students' work was insufficient as a support. From these patterns, we identify several opportunities to learn afforded by the tools. However, we also identify and discuss limitations in the design of the tools, particularly related to mathematical reasoning. Based on our findings, we discuss implications for teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192925182 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-024-09668-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 205 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Communication strategies Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Planning techniques Type: general – SubjectFull: Logic Type: general Titles: – TitleFull: Tools to support learning to plan discussions that promote students' mathematical reasoning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ødegaard, Reidun Persdatter – PersonEntity: Name: NameFull: Arnesen, Kristin Krogh – PersonEntity: Name: NameFull: Langfeldt, Marit Buset IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 29 – Type: issue Value: 2 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
| ResultId | 1 |
