An analysis of diagrammatic activity and communicating about it in individual learning support

authored by

Barbara Ott, Annika Wille

Abstract

Preservice teachers need to learn how to support children with learning
difficulties. This requires a critical perspective on one’s own teaching. In this
paper a method is presented in order to analyse how preservice teachers
support elementary school students who mainly use counting strategies when
solving arithmetic problems. Using this analysing method, it becomes visible
what mathematical sign activity takes place during the support and how it is
intertwined with the communication about it. In this way patterns become visible
in how a preservice teacher supports a child and how the child reacts. Finally,
the resulting visualisation can serve as a basis for preservice teachers to reflect
on their teaching.

External Organisation(s)

University of St. Gallen (HSG)
Alpen-Adria-Universitat Klagenfurt (AAU)

Type

Contribution to book/anthology

Pages

45-55

No. of pages

11

Publication date

2021

Publication status

Published

Peer reviewed

Yes

 

Details in the research portal "Research@Leibniz University"