id: 06434949
dt: j
an: 2015c.00231
au: Neumann, Maureen
ti: Mathematics teaching: listening, probing, interpreting and responding to
children’s thinking.
so: Investig. Math. Learn. 6, No. 3, 1-28 (2014).
py: 2014
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: C79 D40 D39 C29
ut: teaching practice; instructional methods; pedagogical decisions; number
sense; mathematical strategies; professional development; beliefs
ci:
li:
ab: Summary: The perception of what a teacher says s/he does in the classroom
may or may not match the reality of their actual teaching practice.
This case study considers one second-grade teacher’s instructional
methods and pedagogical decisions when teaching number sense and her
perception of what informed her teaching practice. This teacher
supported students’ development of mathematical strategies, valued
debriefing time, and students’ sharing mathematical strategies.
Additionally, she listened to students purposely by probing their
thinking. Her experience in a mathematics professional development
program helped her be consistent in her beliefs about mathematics
learning, her perception of her teaching, and the observed practice.
rv: