id: 06297531
dt: a
an: 2014c.00189
au: Van Zoest, Laura R., Leatham, Keith, Peterson, Blake; Stockero, Shari L.
ti: Conceptualizing mathematically significant pedagogical openings to build on
student thinking.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-290-1). 345-352 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: C30 D40
ut: students’ thinking; mathematical concepts; conceptualization; pedagogical
openings
ci:
li:
ab: Summary: The mathematics education community values using student thinking
to develop mathematical concepts, but the nuances of this practice are
not clearly understood. We conceptualize an important group of
instances in classroom lessons that occur at the intersection of
student thinking, significant mathematics, and pedagogical openings ‒
what we call mathematically significant pedagogical openings to build
on student thinking (MOSTs) ‒ and introduce a framework for
determining when they occur. We discuss how the MOST construct
contributes to facilitating and researching teachers’
mathematically-productive use of student thinking through providing a
lens and generating a common language for recognizing and agreeing upon
high-leverage student mathematical thinking.
rv: