(Counter) Productive Practices for Using Student Thinking

Autor/inn/en	Van Zoest, Laura R.; Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.
Titel	(Counter) Productive Practices for Using Student Thinking
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 4, S.244-251 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Mathematics Education; Elementary Secondary Education; Educational Practices; Learner Engagement; Discussion (Teaching Technique); Questioning Techniques + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Bildungspraxis; Befragungstechnik; Fragetechnik
Abstract	In their work, the authors study what it looks like to build on a high-leverage student mathematical contribution--one that provides an in-the-moment opportunity to engage the class in joint sense making about the contribution to better understand the important mathematics within it. They have noticed that some "go-to" teacher practices work well in some situations but can actually be counterproductive in others. In this article, the authors discuss three of these practices that they have seen regularly: (1) collecting information from the class; (2) asking a student to clarify their contribution; and (3) asking students to revoice a peer's contribution, providing examples of both productive and counterproductive uses of each practice. Understanding these distinctions helps teachers become more intentional about the practices that they engage in to facilitate whole-class discussion that builds on students' contributions. To illuminate the distinctions, the authors use excerpts based on classroom discussions in video recordings provided by middle and high school teachers as part of a research project. Although the project has been based in secondary classrooms, the practices occur at all levels. The end of the article includes a video where the authors discuss these ideas within an elementary school classroom episode. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01