A student teacher’s responses to contingent moment and task development process

The study attempted toinvestigate the ways a prospective teacher, Elif, responded to contingent moments in her teaching practice. In addition, her perceptions regarding changesinthenature of the tasksbased on the students’ unanticipated thinking after the teaching were examined. Elif attended toa two-hour class of teaching seminarin which categorizations of mathematical taskswere presented. Then, during her enrollment in teaching practicum course, she taught a lesson on algebra by considering the categorization of the tasks. The lesson plan, her video record of teaching, semi-structured pre and post interviews wereanalyzed based oncontingent trigger categoriesand kinds of teachers’ responses to them andtasks during the phase of selecting, enacting and revising were analyzed based on itscognitive demand. Results showed that the contingent momentslead her to reanalyze the content and implementation of the designed tasksfor further teaching


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Citation Formats
E. Aytekin, “A student teacher’s responses to contingent moment and task development process,” presented at the The Eleventh Conference of the European Society for Research in Mathematics Education (CERME), 6 - 10 Şubat 2019, 2019, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/86252.