Enrique Galindo | Indiana University (original) (raw)

Conference Presentations by Enrique Galindo

We studied how pre-service teachers' abilities to understand children’s thinking developed in an ... more We studied how pre-service teachers' abilities to understand children’s thinking developed in an innovative field experience. In order to inform their teaching, participants conducted weekly interviews with pairs of children and held sessions to discuss and build models of their thinking. Videos and documents from these interviews and sessions were analyzed using mixed methods. While the PSTs with low Prediction Assessment scores in this study had difficulties understanding students’ thinking, the PSTs with high Prediction Assessment scores displayed good strategies to pursue students' thinking and to build models of their thinking. Preliminary findings from this study give promise to this approach and thus can inform others interested in designing teacher education programs focused on students' thinking.

In this study we researched elementary preservice teachers who are using lesson study in a mathem... more In this study we researched elementary preservice teachers who are using lesson study in a mathematics field experience. More specifically, we document the nature of discussions in the post-lesson meetings by examining the topics discussed in these meetings and exploring if there is a change in the nature of the discussions. Findings suggest that lesson study, which is becoming a common way to foster communities of practice among inservice teachers, can be a useful tool in early field experiences to support preservice teachers to be reflective on their teaching and to learn authentic teaching knowledge.

Papers by Enrique Galindo

Contemporary Issues in Technology and Teacher Education, 2023

During the past decade, many K-12 schools have established makerspaces with 3D printers, digital ... more During the past decade, many K-12 schools have established makerspaces with 3D printers, digital die cutters, and other fabrication tools. An open-source ecosystem is being developed to facilitate effective use of educational makerspaces. This work is being undertaken under the auspices of the National Technology Leadership Summit coalition, which includes national teacher educator associations in science education (ASTE), educational technology (SITE), engineering education (ITEEA), and mathematics education (AMTE), and the Fab Foundation – a network of more than 2,500 Fabrication Laboratories (Fab Labs). This effort is supported by a National Science Foundation Pathways to Open-Source Ecosystems Phase I planning grant (NSF No. 2229627).

The Teacher Educator, Oct 7, 2020

We engaged preservice teachers in a redesigned mathematics field experience with a central focus ... more We engaged preservice teachers in a redesigned mathematics field experience with a central focus on children's reasoning through teaching experiments and purposeful reflection on practice through Lesson Study. Indicators of effective teaching were examined through analysis of lesson plans and enactment, comparing student teachers who participated in the revised approach with student teachers in conventional forms of field experience. Findings suggest that teaching aspects fostered by the revised approach during the field experience had a positive residual effect during student teaching. Those who took part in teaching experiments and lesson study had lesson plans that provided for sense-making, encouraged collaboration, and included investigative mathematics to a greater degree than those in the conventional group. Those in the revised group implemented lessons during student teaching that were more student-centered and considerate of classroom culture than those who took part in the conventional field experience. We provide recommendations for designing field experiences.

Interdisciplinary Journal of Problem-based Learning, Aug 17, 2021

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a t... more This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A's, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.

European Journal of Science and Mathematics Education, 2022

This study focused on a pre-service teacher's self-contemplations about the two opportunities pro... more This study focused on a pre-service teacher's self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students' mathematical thinking. In the field experience, pre-service teachers conducted FAIs with a pair of children and participated in MB sessions to hypothesize students' mathematical thinking. The findings suggest that although the pre-service teacher, Gloria, experienced some challenges, FAIs and MBs created a supportive medium for the pre-service teacher's development of noticing student thinking and appreciating the value of this practice, which is important to gain in teacher education.

International Group for the Psychology of Mathematics Education, 2017

Teaching and Teacher Education, Jul 1, 2022

Springer eBooks, 2017

In this study, we focus on one preservice teacher's noticing of students' mathematical and scient... more In this study, we focus on one preservice teacher's noticing of students' mathematical and scientific thinking with an emphasis on how the acts of attending and interpreting can influence decisions about pedagogical actions. The study centers on an innovative field experience approach that incorporates lesson study in order to emphasize students' thinking and its impact. Consequently, we were interested in understanding how one teacher made decisions based on her noticing at three points in her career: preservice field experiences, student teaching, and her first-year teaching. We used a case study approach to focus on one preservice teacher. Findings indicate that scaffolding PSTs to notice students' mathematical and scientific thinking influenced how she noticed and considered students' thinking while teaching. Results further indicate that supporting the development of noticing during field experiences has a positive impact on a teacher when she was in her own classroom. The study provides a unique contribution to the field as it incorporates both the mathematics and science teaching practices of the same PST from her teacher education experience into her career.

In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2020

To ensure conceptual learning in mathematics, teachers must shift many aspects of their instructi... more To ensure conceptual learning in mathematics, teachers must shift many aspects of their instructional practices. We report on a two-year endeavor using a collaborative and responsive professional development model to help elementary school teachers enact seven shifts in classroom practice. We share evidence of teachers addressing the instructional shifts and discuss the promise of the approach used for those interested in co-constructing collaborations between and among universities and school districts.

International Journal of Science and Mathematics Education, 2015

This study explored a modified version of Japanese Lesson Study to determine whether and how it i... more This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of lesson study feedback sessions. Early in the semester peers provided feedback on content, and later in the semester peers provided feedback on classroom management as well as content during the lesson study feedback sessions. We found that preservice elementary teachers were able to provide feedback to their peers regarding how to include NOS in their science lessons, yet did not naturally included NOS connections within their own lessons.

How might pre-service elementary teachers’ misconceptions of proof and counterexamples influence ... more How might pre-service elementary teachers’ misconceptions of proof and counterexamples influence their teaching of proof? To investigate this question, two types of interviews—task-based and scenario-based—were designed to elicit pre-service elementary teachers’ (PSTs) conceptions of proof and counterexamples and how those conceptions might impact their instructional decisions. A qualitative analysis of the data revealed that these PSTs had difficulties following or constructing formally presented deductive arguments and understanding how deductive arguments differ from inductive arguments. The data also revealed that the misconceptions that pre-service teachers held played an important role in their instructional decisions.

School Science and Mathematics, 2012

With increased study of teachers' beliefs about science and mathematics teaching in recent years,... more With increased study of teachers' beliefs about science and mathematics teaching in recent years, there is a need for instruments that assess beliefs in both content areas. Moreover, early field experiences in schools and professional development efforts may influence the beliefs that preservice and in-service teachers develop, and instruments for this purpose are limited. This article describes the development and validation of the Confidence, Commitment, Collaboration, and Student thinking in Mathematics and Science (CCCSMS) beliefs scales, a set of 10 six-item scales. Collectively, these scales measure teachers' self-confidence in doing and teaching science and mathematics, confidence in understanding children's thinking and building models of that thinking, commitment to teaching science and mathematics from a standards-based perspective, and commitment to collaborating with peers. The scales represent an efficient and effective way of assessing beliefs of large groups. Although this article focuses predominantly on development of the scales, results from initial use indicate that there are positive correlations between beliefs related to mathematics and beliefs related to science, but the correlations are low enough to show that many teachers think differently about the two subjects.

Interdisciplinary Journal of Problem-Based Learning

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a t... more This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the ...

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Interdisciplinary Journal of Problem-Based Learning, 2021

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a t... more This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the ...

In this study, we focus on one preservice teacher’s noticing of students’ mathematical and scient... more In this study, we focus on one preservice teacher’s noticing of students’ mathematical and scientific thinking with an emphasis on how the acts of attending and interpreting can influence decisions about pedagogical actions. The study centers on an innovative field experience approach that incorporates lesson study in order to emphasize students’ thinking and its impact. Consequently, we were interested in understanding how one teacher made decisions based on her noticing at three points in her career: preservice field experiences, student teaching, and her first-year teaching. We used a case study approach to focus on one preservice teacher. Findings indicate that scaffolding PSTs to notice students’ mathematical and scientific thinking influenced how she noticed and considered students’ thinking while teaching. Results further indicate that supporting the development of noticing during field experiences has a positive impact on a teacher when she was in her own classroom. The stud...

Contemporary Issues in Technology and Teacher Education, 2023

The Teacher Educator, Oct 7, 2020

Interdisciplinary Journal of Problem-based Learning, Aug 17, 2021

European Journal of Science and Mathematics Education, 2022

International Group for the Psychology of Mathematics Education, 2017

Teaching and Teacher Education, Jul 1, 2022

Springer eBooks, 2017

International Journal of Science and Mathematics Education, 2015

School Science and Mathematics, 2012

Interdisciplinary Journal of Problem-Based Learning

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a t... more This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the ...

Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Interdisciplinary Journal of Problem-Based Learning, 2021

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a t... more This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the ...