Elaine Silva Mangiante, Ph.D.
Elaine Silva Mangiante, Ph.D.
Associate Professor (Retired) | Education
Elaine Silva Mangiante, PhD, is an Associate Professor of Elementary Science, Mathematics and Engineering Design Education at Salve Regina University. Formerly, she served as a professional development specialist with The Education Alliance at Brown University for educational reform in high-poverty districts as well as a science specialist and mathematics curriculum coordinator for a K-8 school where she mentored early career teachers. Currently, as a university teacher educator, her research interests include examining how teachers who work in high-poverty school districts plan for reform-based science education and create a collaborative climate for elementary students’ scientific discourse and engineering problem-solving. Her scholarly publications, presentations, and consulting work focus on effective teaching practices for science and engineering design education in urban schools, elementary science pedagogy for critical thinking, elementary students’ negotiation of engineering design ideas, purposeful on-going mentoring, and teacher development from novice to expert.
Featured Fall 2024
Elementary Preservice Teachers’ Coding and Perceptions of Questions Posed during Mathematics Practicum Lessons
Elaine Silva Mangiante and Kaitlin Gabriele-Black
Abstract: Teacher education programs adopted alternative practicum field experiences for pre-service teachers (PSTs) during the COVID-19 pandemic when school placements were not available. One approach was for PSTs to teach each other, video-record their teaching, and code types of questions asked by the teachers. This mixed-methods study examined data from PSTs’ coding of their peers’ questions posed during fourth-grade mathematics lessons compared with the teacher educator’s coding of the same questions. Also, PSTs’ lesson reflections served as a data source for triangulation and a means to analyze PSTs’ learning from this task. The results indicated that PSTs coded questions more often as higher-order than the teacher educator. The findings also revealed the PSTs’ tendency to ask lower-order questions to gather recall or procedural information from students more than higher-order questions that probed students for an explanation or justification of their chosen strategies to solve a problem. Furthermore, the PSTs’ reflections showed that PSTs not only were surprised that so many posed questions were lower-order, but also felt that coding questions increased their awareness of question quality.
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International Journal of Science, Mathematics and Technology Learning, 31(2): 1-21, 2024
Abstract Only: DOI 10.18848/2327-7971/CGP/v31i02/1-21
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