Will pre-service teachers who experience collaborative learning at University use it in their classrooms?

Abstract

One of the purposes of teaching mathematics in schools is to have all students make sense of and see the value of mathematics. The preparation of mathematics teachers is a critical part of achieving this purpose. This study focuses on experiences using collaborative learning with senior phase pre-service mathematics teachers in Queensland. Collective Argumentation, a structured approach for students to work collaboratively and participate in mathematical discussions rather than working individually as in a traditional classroom, was used. Qualitative data was collected during tutorials by videoing student interactions and using stimulated recall to determine pre-service teachers' thinking during problem solving. They were interviewed also after their first semester of teaching. The students were given problems to solve in their tutorials to engage them with mathematical concepts in much the same way as their future students would be. Rather than teach students about Collective Argumentation they were given opportunities to experience it. Despite the pressures of being beginning teachers they reported having success applying Collective Argumentation in their own classrooms. This is something that needs further investigation particularly in terms of their ability to ask questions to stimulate discussions and higher order thinking.