Leveraging Student Thinking to Foster Productive Discussions

Autor/inn/en	Bishop, Jessica Pierson; Hardison, Hamilton; Przybyla-Kuchek, Julia; Hassay, Erika
Titel	Leveraging Student Thinking to Foster Productive Discussions
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 113 (2020) 12, S.995-1002 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Thinking Skills; Mathematics Instruction; Teaching Methods; Discourse Analysis; Classroom Communication; Middle School Students; Vignettes; Group Discussion; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Klassengespräch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gruppendiskussion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	What makes a productive mathematics discussion? Who does the talking? Whose ideas are taken up? Can a student question take the lesson in an unexpected but valuable direction? What does it mean to be responsive to students' mathematical thinking? These questions intrigued the authors as teachers, teacher educators, and researchers, and they inspired a multiyear project studying mathematics discourse--that cut across teachers, content areas, and grade levels-- to identify key features of productive mathematics discussions. In working with middle-grades teachers, the authors identified a common feature of productive discussions--what they called "responsiveness to students' mathematical thinking." In these interactions, students' ideas were present, attended to, and, at times, used as the basis for instruction. In this article, the authors provide tools to engage students with one another's thinking and to reflect on mathematically responsive classroom interactions. (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