
06297531
a
2014c.00189
Van Zoest, Laura R., Leatham, Keith, Peterson, Blake
Stockero, Shari L.
Conceptualizing mathematically significant pedagogical openings to build on student thinking.
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 28August 2, 2013. Vol. 4. Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 9783890882901). 345352 (2013).
2013
Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel
EN
C30
D40
students' thinking
mathematical concepts
conceptualization
pedagogical openings
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' mathematicallyproductive use of student thinking through providing a lens and generating a common language for recognizing and agreeing upon highleverage student mathematical thinking.