Learning to respond to errors: Evidence from scripting tasks

Matthew P. Campbell; Erin E. Baldinger; Sean Freeland; Foster Graif; Joshua Karr

Learning to respond to errors: Evidence from scripting tasks

Matthew P. Campbell, Erin E. Baldinger, Sean Freeland, Foster Graif, Joshua Karr

Curriculum and Instruction

Research output: Contribution to conference › Paper › peer-review

Abstract

We document secondary mathematics teacher candidates’ (TCs’) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs’ responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.

Original language	English (US)
Number of pages	6
State	Published - 2019

Keywords

instructional activities and practices
teacher education-preservice

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title = "Learning to respond to errors: Evidence from scripting tasks",

abstract = "We document secondary mathematics teacher candidates{\textquoteright} (TCs{\textquoteright}) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs{\textquoteright} responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.",

keywords = "instructional activities and practices, teacher education-preservice",

author = "Campbell, {Matthew P.} and Baldinger, {Erin E.} and Sean Freeland and Foster Graif and Joshua Karr",

year = "2019",

language = "English (US)",

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TY - CONF

T1 - Learning to respond to errors: Evidence from scripting tasks

AU - Campbell, Matthew P.

AU - Baldinger, Erin E.

AU - Freeland, Sean

AU - Graif, Foster

AU - Karr, Joshua

PY - 2019

Y1 - 2019

N2 - We document secondary mathematics teacher candidates’ (TCs’) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs’ responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.

AB - We document secondary mathematics teacher candidates’ (TCs’) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs’ responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.

KW - instructional activities and practices

KW - teacher education-preservice

UR - http://www.mendeley.com/research/learning-respond-errors-evidence-scripting-tasks

M3 - Paper

ER -

Learning to respond to errors: Evidence from scripting tasks

Abstract

Keywords

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