id: 06454571
dt: j
an: 2015d.00415
au: Leatham, Keith R.; Peterson, Blake E.; Stockero, Shari L.; Van Zoest, Laura
R.
ti: Conceptualizing mathematically significant pedagogical opportunities to
build on student thinking.
so: J. Res. Math. Educ. 46, No. 1, 88-124 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D40 C70
ut: teaching methods; mathematics skills; mathematical concepts; problem
solving; equations; classroom communication; classroom mathematics
dicourse; professional development; student mathematical thinking;
teachable moments; teaching practice
ci:
li: http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2015/Vol46/Issue1/Conceptualizing-Mathematically-Significant-Pedagogical-Opportunities-to-Build-on-Student-Thinking/
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
opportunities â€’ what we call mathematically significant pedagogical
opportunities to build on student thinking. We analyze dialogue to
illustrate a process for determining whether a classroom instance
offers such an opportunity and to demonstrate the usefulness of the
construct in examining classroom discourse. This construct contributes
to research and professional development related to teachersâ€™
mathematically productive use of student thinking by providing a lens
and generating a common language for recognizing and agreeing on a
critical core of student mathematical thinking that researchers can
attend to as they study classroom practice and that teachers can aspire
to notice and build upon when it occurs in their classrooms.
rv: