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

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

Teachers’ Responses to a Common Set of High Potential Instances of Student Mathematical Thinking

Presenters: Shari L. Stockero, Michigan Technological University; Laura R. Van Zoest, Western Michigan University; Blake E. Peterson and Keith R. Leatham, Brigham Young University; and Annick O. T. Rougee, University of Michigan
Location: PMENA Conference, Indianapolis, Indiana
Abstract/Description:
This study investigates teacher responses to a common set of high potential instances of student mathematical thinking to better understand the role of the teacher in shaping meaningful mathematical discourse in their classrooms. Teacher responses were coded using a scheme that disentangles the teacher move from other aspects of the teacher response, including who the response is directed to and the degree to which the student thinking is honored. Teachers tended to direct their response to the student who had shared their thinking and to explicitly incorporate ideas core to the student thinking in their response. We consider the nature of these responses in relation to principles of productive use of student mathematical thinking.