@article{70eb50faeb834d1baf4eb64d402cec58,
title = "Teachers attending to student reasoning: Do beliefs matter?",
abstract = "We present the results of a quasi-experimental study of pre-service elementary teachers' learning to recognize students' mathematical reasoning from classroom videos. Researchers examined the nature of participants{\textquoteright} beliefs regarding mathematics education. We found that pre-service elementary teachers whose beliefs were consistent with NCTM Process Standards (NCTM, 2000), or that transitioned in the direction of consistency with the Standards, regarding the teaching and learning of mathematics, were more successful in recognizing students' reasoning than those whose beliefs were generally inconsistent. Predictive Analytics and Generalized Linear Regression modeling were used to quantify the magnitude of experimental pre-service teachers{\textquoteright} reasoning growth and combined pre/post study assessment reasoning success in contrast to that of the comparison groups. The resulting model explained nearly 90% of the variability in success on the reasoning assessment, showing that beliefs do indeed matter for recognition of reasoning.",
keywords = "Beliefs, Elementary teachers, NCTM standards, Predictive modeling, Reasoning, Video",
author = "Maher, {Carolyn A.} and Maher, {James A.} and Palius, {Marjory F.} and Wilkinson, {Louise C.}",
note = "Funding Information: This research is supported in part by a grant from the National Science Foundation , (# DRL-0822204 : Cyber-Enabled Design Research to Enhance Teachers{\textquoteright} Critical Thinking Using a Major Video Collection , PI C. A. Maher, with Co-PI{\textquoteright}s G. Agnew, C. E. Hmelo-Silver, and M. F. Palius) to Rutgers, the State University of New Jersey. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. All results are those of the authors. We wish to thank the reviewers for their helpful suggestions. Funding Information: The research reported in this paper was supported by the National Science Foundation: NSF Collaborative Research: R&D: Cyber-Enabled Design Research to Enhance Teachers{\textquoteright} Critical Thinking Using a Major Video Collection on Children{\textquoteright}s Mathematical Reasoning (2013-2014), Supplemental award DRL-0822204, funded by the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this paper are those of the author and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: {\textcopyright} 2023 Elsevier Inc.",
year = "2023",
month = mar,
doi = "10.1016/j.jmathb.2023.101050",
language = "English (US)",
volume = "69",
journal = "Journal of Mathematical Behavior",
issn = "0732-3123",
publisher = "Elsevier",
}