id: 06439859
dt: a
an: 2015c.00129
au: Leatham, Keith R.; Van Zoest, Laura R.; Stockero, Shari L.; Peterson, Blake
E.
ti: Teachers’ perceptions of productive use of student mathematical thinking.
so: Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
4. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 73-80
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: C30 D30 D40
ut: mathematical thinking; teachers’ perception; productive use of students
mathematical thinking; student participation
ci:
li:
ab: Summary: We argue that the teaching practice of productively using student
mathematical thinking [PUMT] needs to be better conceptualized for the
construct to gain greater traction in the classroom and in research. We
report the results of a study wherein we explored teachers’
perceptions of PUMT. We interviewed mathematics teachers and analysed
these interviews using and refining initial conjectures about the
process teachers might go through in learning PUMT. We found that
teachers’ perceptions of PUMT ranged from valuing student
participation, to valuing student mathematical thinking, to using that
thinking in a variety of ways related to eliciting, interpreting and
building on that thinking.
rv: