Building on Student Mathematical Thinking in Whole-Class Discourse: Exploring Teachers' in-the-Moment Decision-Making, Interpretation, and Underlying Conceptions

Autor/inn/en	Kooloos, Chris; Oolbekkink-Marchand, Helma; van Boven, Saskia; Kaenders, Rainer; Heckman, Gert
Titel	Building on Student Mathematical Thinking in Whole-Class Discourse: Exploring Teachers' in-the-Moment Decision-Making, Interpretation, and Underlying Conceptions
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 4, S.453-477 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kooloos, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09499-z
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Classroom Communication; Decision Making; Mathematics Skills; Foreign Countries; Problem Solving; Observation; Teacher Student Relationship; Interaction; Thinking Skills; Teacher Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Klassengespräch; Decision-making; Entscheidungsfindung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Problemlösen; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Denkfähigkeit; Lehrerverhalten; Niederlande
Abstract	Often, mathematics teachers do not incorporate whole-class discourse of students' various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students' thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students' various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers' in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers' decision-making was shaped by the teachers' own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01