Beyond the “Move”: A Scheme for Coding Teachers’ Responses to Student Mathematical Thinking

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Abstract/Description:

To contribute to the field’s understanding of the teachers’ role in using student thinking to shape classroom mathematical discourse, we developed the Teacher Response Coding Scheme (TRC). The TRC provides a means to analyze teachers’ in-the-moment responses to student thinking during instruction. The TRC differs from existing schemes in that it disentangles the teacher move from the actor (the person publically asked to consider the student thinking), the recognition (the extent to which the student recognizes their idea in the teacher move), and the mathematics (the alignment of the mathematics in the teacher move to the mathematics in the student thinking). This disentanglement makes the TRC less value-laden and more useful across a broad range of settings.


Location: International Group for the Psychology of Mathematics Education Conference, Singapore
Presenter:

Blake E. Peterson, Brigham Young University; Laura R. Van Zoest, Western Michigan University; Annick O.T. Rougee, University of Michigan; Ben Freeburn, Western Michigan University; Shari L. Stockero, Michigan Technological University; and Keith R. Leatham, Brigham Young University