Exploring factors that influence how and why preservice teachers select mathematics solution strategies for whole-class discussions

Abstract

The purpose of this study is to explore whether and how the nature of learning goals and the content knowledge of pre-service teachers (PSTs) are related to their selections of solution strategies for whole-class discussions. PSTs (N=61) enrolled in an elementary mathematics methods course were randomly assigned to one of two conditions, one in which they received a generally stated learning goal only and another in which they received the generally stated learning goal along with its underlying concepts. All PSTs completed a division of fractions content knowledge assessment and then a division of fractions task in which they selected solution strategies for class discussion. When PSTs possessed higher content knowledge or had selected the desirable solution strategies, they were more likely to provide rationales for their selections that included references to the learning goal and its key concepts. An implication of this finding is that teacher educators need to find ways to support PSTs in not only selecting desirable solution strategies, but also in selecting them with the intention of helping students achieve the learning goal through class discussions.