Journal of Mathematics Teacher Education

, Volume 5, Issue 3, pp 235–263 | Cite as

Understanding Pre-Service Teachers' Emerging Practices Through Their Analyses of a Multimedia Case Study of Practice

  • Joanna O. Masingila
  • Helen M. Doerr
Article

Abstract

The limits inherent in field experiences and the difficulties in learning howto use student thinking in instructional practice are significant challengesin pre-service teachers' preparation. In this research, we haveinvestigated how multimedia case studies of practice can support pre-service teachers in making meaning of complex classroom experiences andin developing strategies and rationales for using student thinking to guideinstruction. In this paper, we present a brief review of the research on casestudies to situate our particular approach that builds on the notion that amultimedia case study can be a site for investigation, analysis andreflection by pre-service teachers. We then report the results of examiningthe issues that one cohort of pre-service mathematics teachers (grades 7–12) identified as meaningful for them in terms of their own emergingpractice and the ways in which they connected the case study teacher'spractice to their own practice. We found that the pre-service teachers wereable to use their perspectives on a common practice to highlight some of thedilemmas and tensions found in teaching. In particular, these pre-serviceteachers focused on the difficulties encountered when trying to usestudent thinking and to follow their own mathematical goals in a lesson.They were able to frame many of the issues that they encountered in theirown practice (such as checking for student understanding and the use ofquestioning) in terms of their analysis of the case study teachers' practice.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  1. Ball, D.L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema & T. Romberg (Eds.), Rational numbers: An integration of research (pp. 157–196). Hillsdale, NJ: Erlbaum.Google Scholar
  2. Ball, D. & Wilson, S. (1990). Knowing the subject and learning to teach it: Examining assumptions about becoming a mathematics teacher, Technical Report. National Center for Research on Teacher Education: Michigan State University. Report 90-7. UNDERSTANDING PRE-SERVICE TEACHERS' EMERGING PRACTICES 261Google Scholar
  3. Barnett, C. (1991). Building a case-based curriculum to enhance the pedagogical content knowledge of mathematics teachers.Journal of Teacher Education, 42(4), 263–271.Google Scholar
  4. Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14(1), 81–93.Google Scholar
  5. Borko, H., Mayfield, V., Marion, S., Flexner, R. & Cumbo, K. (1997). Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13,259–278.Google Scholar
  6. Bowers, J., Doerr, H.M., Masingila, J.O. & McClain, K. (1999). Multimedia case studies for teacher development: Case I: Sneakers [CD-ROM].Google Scholar
  7. Bowers, J., Doerr, H.M., Masingila, J.O. & McClain, K. (2000). Multimedia case studies for teacher development: Case II: Making weighty decisions [CD-ROM].Google Scholar
  8. Cohen, D. (1998). Afterword: Experience and education: Learning to teach. In M. Lampert & D.L. Ball (Eds.), Teaching, multimedia, and mathematics: Investigations of real practice (pp. 167–187). New York: Teachers College Press.Google Scholar
  9. Colbert, J., Trimble, K. & Desberg, P. (Eds.) (1996). The case for education: Contemporary approaches for using case methods. Needham Heights, MA: Allyn & Bacon.Google Scholar
  10. Conney, T. & Krainer, K. (1996). Inservice mathematics teacher education: The importance of listening. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (pp. 1155–1185). Dordrecht, Netherlands: Kluwer Academic.Google Scholar
  11. Cooney, T.J. (1999). Conceptualizing teachers' ways of knowing.Educational Studies in Mathematics, 38, 163–187.Google Scholar
  12. Copeland, W.D. & Decker, L.D. (1996). Videocases and the development of meaning making in pre-service teachers. Teaching and Teacher Education, 12(5), 467–481.Google Scholar
  13. Doerr, H.M. & Lesh, R. (in press). A modeling perspective on teacher development. In H.M. Doerr & R. Lesh (Eds.), Beyond constructivism: A models and modeling perspective on mathematics teaching, learning and problem solving. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  14. Doerr, H.M. & Masingila, J.O. (2001). Unpacking a case study: Understanding teacher educators as they understand their pre-service secondary teachers. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 2, pp.369–376). Utrecht, Netherlands: Freudenthal Institute, Utrecht University.Google Scholar
  15. Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual knowledge falls through the cracks: Complexities of learning to teach mathematics for understanding. Journal for Research in Mathematics Education, 24(1), 8–40.Google Scholar
  16. Even, R. & Lappan, G. (1994). Constructing meaningful understanding of mathematics content. In D.B. Aichele & A.F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 102–115). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  17. Feltovich, P.J., Spiro, R.J. & Coulson, R.L. (1997). Issues of expert flexibility in contexts characterized by complexity and change. In P.J. Feltovich, K.M. Ford & R.R. Hoffman (Eds.), Expertise in context: Human and machine (pp. 125–146). Cambridge, MA: AAAI/MIT Press.Google Scholar
  18. Fennema, L., Carpenter, T., Franke, M., Levi, M., Jacobs, V. & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434. 262 JOANNA O. MASINGILA AND HELEN M. DOERRGoogle Scholar
  19. Harrington, H.L. (1995). Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers.Teaching and Teacher Education, 11(3), 203–214.Google Scholar
  20. Lampert, M. & Ball, D. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.Google Scholar
  21. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.Google Scholar
  22. Leinhardt, G. (1990). Capturing craft knowledge in teaching.Educational Researcher, 19(2), 18–25.Google Scholar
  23. Lynn, L.E. (1999). Teaching and learning with cases: A guidebook. Chappaqua, NY: Seven Bridges Press, LLC.Google Scholar
  24. McAninch, A.R. (1993). Teacher thinking and the case method: Theory and future directions. New York: Teachers College Press.Google Scholar
  25. Meredith, A. (1993). Knowledge for teaching mathematics: Some student teachers' views. Journal of Education for Teaching, 19(3),325–338.Google Scholar
  26. Merseth, K. (1992). Cases for decision making in teacher education. In J. Shulman (Ed.), Case methods in teacher education (pp. 50–63). New York: Teachers College Press.Google Scholar
  27. Merseth, K. & Lacey, C.A. (1993). Weaving stronger fabric: The pedagogical promise of hypermedia and case method in teacher education. Teacher and Teacher Education, 9(3), 289–299.Google Scholar
  28. National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.Google Scholar
  29. National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: Author.Google Scholar
  30. National Research Council (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, D.C.: National Academy Press.Google Scholar
  31. Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
  32. Schön, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Google Scholar
  33. Schön, D.A. (Ed.) (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.Google Scholar
  34. Schön, D.A. (1995, Nov./Dec.). The new scholarship requires a new epistemology.Change, 27, 26–34.Google Scholar
  35. Shulman, L. (1986). Those who understand: Knowledge growth in teaching.Educational Researcher, 15(2),4–14.Google Scholar
  36. Shulman, L. (1992). Toward a pedagogy of cases. In J.H. Shulman (Ed.), Case methods in teacher education (pp. 1–30). New York: Teachers College Press.Google Scholar
  37. Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.Journal for Research in Mathematics Education, 26(2), 114–145.Google Scholar
  38. Spiro, R.J., Coulson, R.L., Feltovich, P.J. & Anderson, D.K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Tenth Annual Conference of the Cognitive Science Society (pp. 375–383). Hillsdale, NJ: Erlbaum.Google Scholar
  39. Stein, M.K., Smith, M.S., Henningsen, M.A. & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.Google Scholar
  40. Thompson, A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York: Macmillan. UNDERSTANDING PRE-SERVICE TEACHERS' EMERGING PRACTICES 263Google Scholar
  41. Thompson, A.G., Philipp, R.A., Thompson, P.W. & Boyd, B. (1994). Calculational and conceptual orietnations in teaching mathematics. In D.B. Aichele & A.F. Coxford (Eds.), Professional development for teachers of mathematics (pp. 79–92). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  42. Thompson, T. & Doerr, H.M. (2001, April). In what ways does multimedia case-based instruction influence pre-service teachers' conceptions of effective teaching? Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.Google Scholar
  43. Wassermann, S. (1993a). Getting down to cases: Learning to teach with case studies.New York: Teachers College Press.Google Scholar
  44. Wassermann, S. (1993b). Growing teachers: Learning about teaching from studying cases. New York: Teachers College Press. Joanna O. Masingila Syracuse University 215 Carnegie Syracuse, NY 13244-1150 E-mail: jomasing@syr.edu Google Scholar

Copyright information

© Kluwer Academic Publishers 2002

Authors and Affiliations

  • Joanna O. Masingila
    • 1
  • Helen M. Doerr
    • 1
  1. 1.Syracuse UniversitySyracuse

Personalised recommendations