Journal of Qualitative Research in Education

e-ISSN: 2148-2624
Selecting and Sequencing Students’ Solutions in Orchestrating Mathematical Discussions: Subtraction of Fractions
Reyhan Tekin Sitrava
10.14689/issn.2148- 2624.8c.4s.9m

Abstract. This study examined the decisions of the pre-service mathematics teachers about the students’ solution methods related to subtraction of fractions while conducting mathematics discussions in terms of selecting and sequencing within the framework of 5 application models. Additionally, the pre-service mathematics teachers’ reasons for their selection and sequencing were investigated. The participants of this study, designed as a single embedded case design model, were 30 pre-service middle school mathematics teachers. Data was collected through Selecting and Sequencing Question Set involving different student solutions and semi-structured interviews, and analyzed using content and frequency analysis method. Findings showed that most of the pre-service teachers have chosen right solution methods to discuss in the classroom and the majority of them ignore wrong solution methods. It has been concluded that pre-service teachers’ reasoning for selecting and sequencing depend on pedagogical reasons and make their selection and sequencing without establishing any relationship among student solutions.

Keywords: Mathematical discussions, selecting, sequencing, 5 practices, subtraction of fractions

Volume 8 / Issue 4

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