Challenging a Teacher's Perceptions of Mathematical Smartness through Reflections on Students' Thinking

Autor/in	Wickstrom, Megan H.
Titel	Challenging a Teacher's Perceptions of Mathematical Smartness through Reflections on Students' Thinking
Quelle	In: Equity & Excellence in Education, 48 (2015) 4, S.589-605 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1086242
Schlagwörter	Student Attitudes; Teacher Attitudes; Mathematics Skills; Equal Education; Mathematics Achievement; Mathematics Instruction; Attitude Change; Thinking Skills; Teacher Student Relationship; Observation; Interviews; Correlation; Elementary School Teachers; Elementary School Students; Graduate Students; Faculty Development; Intelligence; Decision Making; Problem Solving; Role; Educational Researchers + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Mathematics lessons; Mathematikunterricht; Attitudinal change; Einstellungsänderung; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Interviewing; Interviewtechnik; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Intelligenz; Klugheit; Decision-making; Entscheidungsfindung; Problemlösen; Rollen; Erziehungswissenschaftler; Erziehungswissenschaftlerin
Abstract	Creating equitable opportunities so all students can learn and succeed mathematically has been a key focus of mathematics education across several decades. Central to student achievement are students' mathematical identity and their feelings of success during instruction. Researchers (e.g., Boaler & Staples, 2008) have shown that teachers can be particularly powerful in shaping students' beliefs, feelings of success, and achievement, but few studies have investigated how teachers frame what it means to be successful or "smart" in mathematics. Through the social construct of smartness (Hatt, 2012) and the learning perspectives of incremental and entity theories (Blackwell, Trzesnieski, & Dweck, 2007; Yeager & Dweck, 2012), I examine how one teacher, Mrs. Purl, conceptualized what it meant to be smart in mathematics and how this perception changed slowly, over time, through repeated examination and discussion of individual student's thinking. As Mrs. Purl came to know her students at a personal level, she began to see that her perceptions were not always accurate and warranted reexamination. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01