Teachers' Responses to a Common Set of High Potential Instances of Student Mathematical Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Stockero, Shari L.; Van Zoest, Laura R.; Peterson, Blake E.; Leatham, Keith R.; Rougée, Annick O. T.
Titel	Teachers' Responses to a Common Set of High Potential Instances of Student Mathematical Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Logic; Mathematics Instruction; Thinking Skills; Discussion (Teaching Technique); Responses; Classroom Communication; Interviews; Algebra; Geometry; Vignettes; Video Technology; Secondary School Teachers; Coding; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Klassengespräch; Interviewing; Interviewtechnik; Geometrie; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigates teacher responses to a common set of high potential instances of student mathematical thinking to better understand the role of the teacher in shaping meaningful mathematical discourse in their classrooms. Teacher responses were coded using a scheme that disentangles the teacher move from other aspects of the teacher response, including who the response is directed to and the degree to which the student thinking is honored. Teachers tended to direct their response to the student who had shared their thinking and to explicitly incorporate ideas core to the student thinking in their response. We consider the nature of these responses in relation to principles of productive use of student mathematical thinking. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01