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theses

Increased focus on the preparation of early childhood educators (AMTE, 2010; NCTM, 2000; USDOE, 2002), underscores the importance of providing prospective teachers with experiences that will help them to become more aware of children’s mathematical thinking. One type of experience, the focus of this study, involves using the clinical interview method (Piaget, 1952). The six prospective teachers reported on here were enrolled in a mathematics methods course offered at Rutgers University - Newark, during Fall 2008. The prospective teachers utilized VITAL (Video Interactions for Teaching and Learning) software, designed by Columbia University’s Center for New Media Teaching and Learning. VITAL is an online repository of clinical interview videos, along with other videos, of young children engaged in mathematical activities (Sorkin & Preston, 2010). As part of the course requirements, the prospective teachers provided weekly reflections about children’s mathematical thinking using VITAL. In addition, they were required to plan, conduct, and reflect on their own clinical interviews with young children. The following research questions guided this study: (1) in what ways did the prospective teachers’ observations about young children’s mathematical thinking change, if at all? (1a) How did their observations and reflections on children’s errors, as seen in the VITAL videos, change throughout the semester? (1b) How did their observations and reflection, as seen in their own clinical interviews, change throughout the semester? (2) What, if any, general observations and insights did the prospective teachers have about the use of the clinical interview method? Results indicate that the prospective teachers were able to describe and provide explanations for children’s mathematical thinking in VITAL and in their own clinical interviews with children. They noted instances where children made mathematical errors and tried to understand the errors by providing a variety of explanations: confusion with learned algorithms, children’s reluctance to admit their errors, and child’s developmental level, for example. Moreover, they documented when appropriate follow-up questions allowed children to consider their errors. Results from this dissertation add to the research base documenting the use of the clinical interview method as a tool for helping prospective teachers reflect on young children’s mathematical thinking.

ETD_6103

Ed.D.

Includes bibliographical references

by Cecilia Carolina Arias Pablopulos

doi:10.7282/T3319XKK

ETD doctoral

The author owns the copyright to this work.