An Elaboration of Four Subpractices of the Teaching Practice of Building on Student Thinking
Abstract/Description:
The teaching practice of building has been conceptualized as a productive way to take advantage of student contributions during whole-class instruction that provide leverage for supporting student learning and accomplishing mathematical goals. In this theoretical paper that is informed by empirical data, we elaborate on four subpractices of building: make precise, grapple toss, orchestrate, and make explicit. We provide illustrations from our efforts to make sense of building through work with teacher-researchers who are enacting the building practice in their classrooms and explore different aspects of the subpractices and relationships between these aspects and principles underlying productive use of student thinking.
Presenters:
Alicia Heninger, Brigham Young University