Conducting a Whole Class Discussion about an Instance of Student Mathematical Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R.
Titel	Conducting a Whole Class Discussion about an Instance of Student Mathematical Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Thinking Skills; Teaching Methods; Secondary School Students; Classroom Communication; Student Participation; Mathematics Teachers; Discussion (Teaching Technique); Skill Development; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg
Abstract	Productive use of student mathematical thinking is a critical aspect of effective teaching that is not yet fully understood. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its third element, Conduct. Based on an analysis of secondary mathematics teachers' enactments of building, we describe the critical aspects of conducting a whole-class discussion that is focused on making sense of a high-leverage student contribution. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01