The examination of a vignette activity sequence in a secondary mathematics methods course

Because of their brief nature, vignettes are a strategic way to highlight or explore complex instructional practices. Using a qualitative approach, we examined how the use of vignettes in a Vignette Activity Sequence contributed to secondary mathematics preservice teachers’ understanding of the Math...

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Bibliographic Details
Published in:School science and mathematics 2021-01, Vol.121 (1), p.2-12
Main Authors: Shelton, Ryann N., Kerschen, Keith, Wilkerson, Trena L.
Format: Article
Language:English
Subjects:
Formative Evaluation
Instructional Effectiveness
Mathematical analysis
Mathematics
Mathematics teachers
Methods Courses
Misconceptions
Preservice Teacher Education
Preservice Teachers
secondary mathematics
Secondary School Mathematics
Sequential Learning
Student teachers
Teacher Educators
Teachers
Teaching
Teaching methods
vignette
Vignettes
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Summary:Because of their brief nature, vignettes are a strategic way to highlight or explore complex instructional practices. Using a qualitative approach, we examined how the use of vignettes in a Vignette Activity Sequence contributed to secondary mathematics preservice teachers’ understanding of the Mathematical Practices and the Mathematics Teaching Practices. By examining three vignettes used in two iterations of a secondary mathematics methods course, the researchers found that preservice teachers were able to draw connections between the vignettes and their own teaching experiences. However, some misconceptions or incomplete understandings related to the practices were revealed. Preservice teachers sometimes provided vague evidence when identifying particular practices in the vignettes that did not clearly indicate if they understood the practices. Taken together, the researchers found the Vignette Activity Sequence to be a valuable formative assessment that could be used to inform instruction in a secondary mathematics methods course. These findings have implications for teacher preparation programs and mathematics teacher educators.
ISSN:0036-6803
1949-8594
DOI:10.1111/ssm.12445