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http://dx.doi.org/10.7468/jksmed.2020.23.4.219

Understanding Prospective Teachers' Verbal Intervention through Teachers' Group Work Monitoring Routines  

Pak, Byungeun (Dixie State University)
Publication Information
Research in Mathematical Education / v.23, no.4, 2020 , pp. 219-233 More about this Journal
Abstract
Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.
Keywords
intervention in small groups; teachers' group work monitoring routines; prospective teachers; mathematics instruction;
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Times Cited By KSCI : 2  (Citation Analysis)
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