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Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention

Artigo2025

‪Merav Weingarden ORCID

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Resumo

Research has shown that providing students opportunities to struggle is essential for learning, yet teachers often face challenges balancing it with attending explicitly to concepts. This qualitative study examines how 33 pre-service mathematics teachers (PSTs), enrolled in a teacher preparation program, view the tension between providing opportunities to struggle and ensuring attention to concepts. Analysis of the PSTs’ descriptions of hypothetical lessons revealed three types of teaching actions: telling, supporting, and withholding. The findings revealed divergent perspectives among PSTs regarding how teaching actions promote or inhibit conceptual understanding, highlighting implications for teacher preparation programs in addressing this tension.

Dados da obra

Tipo
Artigo
Periódico
Teaching and Teacher Education, v. 165, p. 105143
Editora
Elsevier BV
Ano
2025 (2025-07-01)
Idioma
en
Palavras-chave
pre-service mathematics teachers; student struggle; conceptual understanding; teacher education curriculum; teaching action; withholding; telling; mathematics education; teacher beliefs
Temas
Currículo, Formação de Professores de Matemática
DOI
10.1016/j.tate.2025.105143
ISSN
0742-051X, 1879-2480
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WEINGARDEN, ‪Merav. Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention. Teaching and Teacher Education, v. 165, p. 105143, 2025. DOI: https://doi.org/10.1016/j.tate.2025.105143.

APA

Weingarden, ‪. (2025). Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention. Teaching and Teacher Education, 165, 105143. https://doi.org/10.1016/j.tate.2025.105143

BibTeX
@article{weingarden2025,
  author = {Weingarden, ‪Merav},
  title = {Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention},
  year = {2025},
  journal = {Teaching and Teacher Education},
  volume = {165},
  pages = {105143},
  publisher = {Elsevier BV},
  doi = {10.1016/j.tate.2025.105143},
  language = {en}
}
RIS
TY  - JOUR
AU  - Weingarden, ‪Merav
TI  - Exploring pre-service mathematics teachers’ perspectives on balancing student struggle and concept attention
PY  - 2025
JO  - Teaching and Teacher Education
VL  - 165
SP  - 105143
DO  - 10.1016/j.tate.2025.105143
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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