Beyond Mere Persistence: A Conceptual Framework for Bridging Perseverance and Mathematical Sensemaking in Teaching and Teacher Learning

Autor/inn/en	Buenrostro, Patricia; Ehrenfeld, Nadav
Titel	Beyond Mere Persistence: A Conceptual Framework for Bridging Perseverance and Mathematical Sensemaking in Teaching and Teacher Learning
Quelle	In: Educational Studies in Mathematics, 114 (2023) 2, S.199-221 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buenrostro, Patricia) ORCID (Ehrenfeld, Nadav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10240-1
Schlagwörter	Mathematical Logic; Mathematics Skills; Teacher Collaboration; Persistence; Student Participation; Middle School Teachers; Mathematics Teachers; Learner Engagement; Video Technology; Mathematics Instruction; Teacher Education + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrerkooperation; Ausdauer; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Lehrerausbildung; Lehrerbildung
Abstract	Students' opportunities to persevere in making sense of mathematical ideas have long been considered significant to learning. Building on existing literature and a case study of video-based teacher collaborative sensemaking, we propose a conceptual framework for bridging perseverance and sensemaking. This framework synthesizes dispositional, metacognitive, and contextual-interactive theoretical perspectives on perseverance. Informed by these three research perspectives, the conceptual framework brings forth three interrelated mediators for bolstering perseverance practices and dispositions towards mathematical sensemaking: students' positions as capable sensemakers, explicit problem-solving heuristics, and facilitation of student participation within their collective Zone of Proximal Development (ZPD). We argue that the three mediators, when brought together, provide a holistic and generative lens for teaching and teacher learning. To illustrate the framework and its utility, we build on a case study featuring a veteran middle-school mathematics teacher across his classroom facilitation of students' engagement with a classical mathematical task, the Tower of Hanoi, and a subsequent video-based debrief about the lesson with his colleague and our research team. We first frame the analysis around classroom events, and then investigate teacher learning opportunities in the lesson debrief. By making explicit the complex work of directing perseverance towards sensemaking, this study provides a more nuanced understanding of perseverance for teaching and teacher learning. Moreover, developing clarity around notions of perseverance in mathematics classrooms helps mitigate the potential dangers of the term being taken up in ineffective or even harmful ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01