Teachers’ perceptions of productive use of student mathematical thinking. (English)

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).

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.