A Characterization of Student Mathematical Thinking that Emerges During Whole-Class Instruction: An Exploratory Study

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Abstract/Description:

This exploratory study investigated 164 instances of student mathematical thinking that emerged during whole-class instruction in a high-school geometry course. The MOST Analytic Framework provided a way to categorize these instances according to their Building Potential—that is, the potential for learning to occur if the student thinking of the instance were made the object of consideration by the class. The variations in the building potential of student thinking revealed in the study highlight the complexity of teaching, and the need to support teachers in identifying and appropriately responding to instances with different levels of Building Potential.


Location: PMENA Conference in Greenville, South Carolina
Presenter:

Laura R. Van Zoest, Western Michigan University; Keith R. Leatham, Brigham Young University; Okan Arslan, Mehmet Akif Ersoy University; Mary A. Ochieng, Western Michigan University; Joshua M. Ruk, Western Michigan University; Blake E. Peterson, Brigham Young University; and Shari L. Stockero, Michigan Technological University