Cited By
View all- Kulkarni C(2019)Design Perspectives of Learning at ScaleProceedings of the Sixth (2019) ACM Conference on Learning @ Scale10.1145/3330430.3333620(1-11)Online publication date: 24-Jun-2019
Using Design Patterns for Math Preservice Teacher Education
Authors: 
Paul Salvador Inventado, Sharris Gayle Francisco Inventado, Noboru Matsuda, Yeping Li, 
Peter Scupelli, 
Korinn Ostrow, 
Neil Heffernan, Shihfen Tu, Craig Mason, Mary Logue, Pat McGuireAuthors Info & Claims
Paul Salvador Inventado, Sharris Gayle Francisco Inventado, Noboru Matsuda, Yeping Li, Peter Scupelli, Korinn Ostrow, Neil Heffernan, Shihfen Tu, Craig Mason, Mary Logue, Pat McGuireAuthors Info & ClaimsArticle No.: 31, Pages 1 - 8
Abstract
Experienced teachers effectively address student misconceptions and learning difficulties by employing high-quality pedagogical strategies that they have developed through experience. It is difficult to discover effective strategies because it takes a lot of trial and error before a teacher can conclude that a particular approach improves student learning. Researchers have used educational design patterns to encapsulate high-quality strategies that facilitate the transfer of pedagogical knowledge. In this work, we investigated the feasibility of utilizing three educational design patterns as a teaching tool for math preservice teacher education: Feedback Sandwich, Pitfall Diagnosis and Prevention, and Worked Examples. Specifically, we used design patterns to investigate how preservice teachers provided feedback to students who gave common wrong answers to a given math problem and compared their feedback before and after they were introduced to educational design patterns. Results indicated that design patterns helped preservice teachers consider other aspects of feedback such as students' self-regard, common misconceptions, and prior knowledge into their feedback for common wrong answers on math problems. The limited set of three design patterns introduced in the study focused on feedback presentation. Results also indicated preservice teachers may benefit from design patterns that address other aspects of feedback such as content granularity, feedback length, and presentation medium. Implications of this study, including the potential of using educational design patterns to improve preservice teacher education, are discussed.
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Index Terms
- Using Design Patterns for Math Preservice Teacher Education
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July 2018
322 pages
ISBN:9781450363877
DOI:10.1145/3282308
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Published: 04 July 2018
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EuroPLoP '18
EuroPLoP '18: 23rd European Conference on Pattern Languages of Programs
July 4 - 8, 2018
Irsee, Germany
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EuroPLoP '18 Paper Acceptance Rate 35 of 53 submissions, 66%;
Overall Acceptance Rate 216 of 354 submissions, 61%
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View all- Kulkarni C(2019)Design Perspectives of Learning at ScaleProceedings of the Sixth (2019) ACM Conference on Learning @ Scale10.1145/3330430.3333620(1-11)Online publication date: 24-Jun-2019
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