id: 06191854
dt: j
an: 2013d.00107
au: Stockero, Shari L.; Van Zoest, Laura R.
ti: Characterizing pivotal teaching moments in beginning mathematics
teachers’ practice.
so: J. Math. Teach. Educ. 16, No. 2, 125-147 (2013).
py: 2013
pu: Springer Netherlands, Dordrecht
la: EN
cc: B50 C70
ut: mathematics teacher education; beginning teachers; student thinking;
teachable moments; teacher decisions
ci:
li: doi:10.1007/s10857-012-9222-3
ab: Summary: Although skilled mathematics teachers and teacher educators often
“know" when interruptions in the flow of a lesson provide an
opportunity to modify instruction to improve students’ mathematical
understanding, others, particularly novice teachers, often fail to
recognize or act on such moments. These pivotal teaching moments
(PTMs), however, are key to instruction that builds on student thinking
about mathematics. Video of beginning secondary school mathematics
teachers’ instruction was analyzed to identify and characterize PTMs
in mathematics lessons and to examine the relationships among the PTMs,
the teachers’ decisions in response to them, and the likely impacts
on student learning. These data were used to develop a preliminary
framework for helping teachers learn to identify and respond to PTMs
that occur during their instruction. The results of this exploratory
study highlight the importance of teacher education preparing teachers
to (a) understand the mathematical terrain their students are
traversing, (b) notice high-leverage student mathematical thinking, and
(c) productively act on that thinking. This preparation would improve
beginning teachers’ abilities to act in ways that would increase
their students’ mathematical understanding.
rv: