ABSTRACT

Drawing on a larger, cross-institutional study that examines equitable elementary mathematics education, this article reports initial findings related to tensions that emerged for preservice teachers (PSTs) related to trusting students with open-ended, challenging mathematics tasks. Data composed of 194 PSTs’ written responses to a survey question. Using methods of qualitative analysis, findings indicate two prominent tensions that emerged for PSTs related to trusting students with open-ended challenging tasks: productive struggle versus unproductive failure and teacher control versus student control. These findings suggest that reform efforts that encourage teachers to implement open-ended, challenging tasks may not come to fruition if underlying issues of (mis)trust teachers may have related to students are not unpacked and addressed.

摘要

本文基于一项更大的跨机构研究，研究了公平的基础数学教育，本文报告了与职前教师（PST）出现的紧张局势有关的初步发现，这些紧张关系涉及信任学生以开放式，富挑战性的数学任务。数据由194名PST对调查问题的书面答复组成。使用定性分析的方法，研究结果表明，PST出现了两个与紧张的学生相关的紧张关系：让学生承担开放性挑战性任务：生产性斗争与非生产性失败以及教师控制与学生控制。这些发现表明，如果没有解决和解决与教师有关的（误）信任教师的根本问题，那么鼓励教师执行开放性，挑战性任务的改革努力可能无法实现。