Decentering Framework: A Characterization of Graduate Student Instructors' Actions to Understand and Act on Student Thinking

Autor/inn/en	Bas-Ader, Sinem; Carlson, Marilyn P.
Titel	Decentering Framework: A Characterization of Graduate Student Instructors' Actions to Understand and Act on Student Thinking
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 2, S.99-122 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bas-Ader, Sinem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2020.1844608
Schlagwörter	Teaching Assistants; Teacher Student Relationship; Teacher Behavior; Teacher Attitudes; Cognitive Processes; Perspective Taking; Doctoral Students; Student Attitudes + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Cognitive process; Kognitiver Prozess; Zukunftsperspektive; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten
Abstract	This study examined the spontaneous teacher-student interactions that occurred in three graduate student instructors' [GSIs] precalculus classrooms. We classified these interactions relative to these instructors' actions to make sense of and use student thinking to inform their in-the-moment interactions with students. Our characterizations of teacher-student interactions fell into five levels, ranging from no decentering, the instructor showing no interest in the student's thinking, to the instructor inquiring into and building a mental model of the student's thinking, then using that model productively when interacting with the student. Our descriptions of the instructors' mental actions and behaviors are summarized in our decentering framework. These descriptions may be useful for other researchers, curriculum developers, and professional developers working to study and advance teachers' ability to adapt their teaching based on student thinking. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01