TEACHERS’ RESPONSES TO INSTANCES OF STUDENT MATHEMATICAL THINKING WITH VARIED POTENTIAL TO SUPPORT STUDENT LEARNING
Abstract/Description:
We investigated teachers’ responses to a common set of varied-potential instances of student mathematical thinking to better understand how a teacher can shape meaningful mathematical discourse. Teacher responses were coded using a scheme that both disentangles and coordinates the teacher move, who it is directed to, and the degree to which student thinking is honored. Teachers tended to direct responses to the same student, use a limited number of moves, and explicitly incorporate students’ thinking. We consider the productivity of teacher responses in relation to frameworks related to the productive use of student mathematical thinking.
Presenter:
Shari L. Stockero, Michigan Technological University; Ben Freeburn, Western Michigan University; Laura R. Van Zoest, Western Michigan University; Blake E. Peterson, Brigham Young University; and Keith R. Leatham, Brigham Young University