id: 06404321
dt: j
an: 2015b.00199
au: Van Zoest, Laura R.; Stockero, Shari L.; Kratky, James L.
ti: Beginning mathematics teachers’ purposes for making student thinking
public.
so: Res. Math. Educ. 12, No. 1, 37-52 (2010).
py: 2010
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: C39 C29
ut: beginning teachers; student thinking; pedagogical practices
ci:
li: doi:10.1080/14794800903569832
ab: Summary: Although having students make their mathematical thinking public
has become a commonly encouraged practice in U.S. schools, little is
known about how teachers perceive this practice. This study examined 14
beginning mathematics students’ thoughts about making student
thinking public using a framework for assessing the extent to which a
practice supports students’ mathematical learning. Analysis of the
data revealed nine themes in the students’ purposes for making
student thinking public, ranging from affective concerns to those that
had the potential to transform student learning. The findings highlight
the fact that students’ and teacher educators’ use of common terms
to label pedagogical practices does not necessarily imply a common
understanding of the purpose of those practices. Describing pedagogical
practices in ways that highlight differences in the purposes for which
they can be used is proposed as a way to contribute to improving both
students’ and teacher educators’ classroom practices.
rv: