Teaching Responsively: Learning from the Pedagogical Reasoning of Experienced Elementary Mathematics Teachers

Autor/inn/en	Selmer, Sarah; Lindstrom, Denise
Titel	Teaching Responsively: Learning from the Pedagogical Reasoning of Experienced Elementary Mathematics Teachers
Quelle	In: PDS Partners: Bridging Research to Practice, 17 (2022) 2, S.137-154 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Thinking Skills; Elementary School Teachers; Mathematics Teachers; Experienced Teachers; Teaching Methods; Decision Making; Teacher Student Relationship; Skill Development; Mathematics Instruction; Faculty Development; Teacher Attitudes; Feedback (Response); Case Studies + Suchen Sie Ihr Suchwort? Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Case study; Fallstudie; Case Study
Abstract	The participants in this study belonged to a professional development school that embraced the responsibility and challenge of improving students' mathematical thinking. In this study, experienced teachers' pedagogical reasoning was made visible as they analyzed pieces of student written mathematical work in an approximation of practice designed to support professional noticing. Researchers then worked to characterize participants' professional noticing using the lens of responsive teaching. Results indicate that experienced teachers' decisions about how to respond to students' mathematical thinking fall on a continuum and often shift in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K-12 educators' responsive teaching practices and have practical implications for the use of approximations of practice to develop responsive teaching practices. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01