This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu-dents' mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accomplished teacher's instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teachers' instructional actions were analysed utilizing a framework developed by Cengiz, Kline and Grant (2011). The results revealed that the highly-accomplished teacher challenged student thinking with counter arguments and introduced alternative representations more frequently, but complimented students less frequently than the beginning teachers.
Publié le : 2015-02-04
Classification:
Instructional actions,
responding to students’ mathematical thinking,
[SHS.EDU]Humanities and Social Sciences/Education,
[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO]
@article{hal-01289818,
author = {Didem Taylan, Rukiye},
title = {Characterizing a highly-accomplished teacher's instructional actions in response to students' mathematical thinking},
journal = {HAL},
volume = {2015},
number = {0},
year = {2015},
language = {en},
url = {http://dml.mathdoc.fr/item/hal-01289818}
}
Didem Taylan, Rukiye. Characterizing a highly-accomplished teacher's instructional actions in response to students' mathematical thinking. HAL, Tome 2015 (2015) no. 0, . http://gdmltest.u-ga.fr/item/hal-01289818/