Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

Autor/inn/en	Stockero, Shari L.; Van Zoest, Laura R.; Freeburn, Ben; Peterson, Blake E.; Leatham, Keith R.
Titel	Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Quelle	In: Mathematics Education Research Journal, 34 (2022) 1, S.165-187 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stockero, Shari L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-020-00334-x
Schlagwörter	Teacher Response; Teacher Student Relationship; Mathematics Instruction; Mathematics Skills; Thinking Skills; Teaching Methods; Instructional Effectiveness; Productivity; Faculty Development + Suchen Sie Ihr Suchwort? Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Produktivität
Abstract	Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers' responses to a common set of instances of SMT with varied potential to support students' mathematical learning, as well as the productivity of such responses. To examine variations in responses in relation to the mathematical potential of the SMT to which they are responding, we coded teacher responses to instances of SMT in a scenario-based interview. We did so using a scheme that analyzes who interacts with the thinking (Actor), what they are given the opportunity to do in those interactions (Action), and how the teacher response relates to the actions and ideas in the contributed SMT (Recognition). The study found that teachers tended to direct responses to the student who had shared the thinking, use a small subset of actions, and explicitly incorporate students' actions and ideas. To assess the productivity of teacher responses, we first theorized the alignment of different aspects of teacher responses with our vision of responsive teaching. We then used the data to analyze the extent to which specific aspects of teacher responses were more or less productive in particular circumstances. We discuss these circumstances and the implications of the findings for teachers, professional developers, and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01