Teachers' Knowledge of Student Mathematical Thinking in Written Instructional Products

Autor/inn/en	Corey, Douglas Lyman; Williams, Steven; Monroe, Eula Ewing; Wagner, Michelle
Titel	Teachers' Knowledge of Student Mathematical Thinking in Written Instructional Products
Quelle	In: Journal of Mathematics Teacher Education, 24 (2021) 6, S.613-639 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corey, Douglas Lyman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-020-09476-y
Schlagwörter	Mathematics Skills; Thinking Skills; Written Language; Instructional Materials; Foreign Countries; Pedagogical Content Knowledge; Student Evaluation; Japan; United States + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Geschriebene Sprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Pädagogische Kompetenz; Schulnote; Studentische Bewertung; USA
Abstract	The successful use of lesson plans as the primary vehicle for storing and sharing teachers' instructional knowledge in Japan has given impetus to calls by US researchers for the development of a system for sharing teachers' knowledge through instructional products to improve teachers' capacity to implement high-quality instruction and to build a knowledge base for instruction. These products would be created by, and for, teachers to use in guiding instruction, thus building and sharing teachers' instructional knowledge. In this study, we try to characterize one aspect of teacher knowledge that is central in building a knowledge base for instruction, knowledge of student mathematical thinking. We analyze ten written instructional products from the USA and Japan to better understand what knowledge of student mathematical thinking can be shared in such products. We also look at how knowledge of student mathematical thinking is used to guide and justify instructional decisions. One key finding is that the knowledge of student mathematical thinking shared in the top written instructional products is "specific" to a task or mathematical topic, "varied" with descriptions of multiple solutions or ways of reasoning, and sufficiently "detailed" to make the knowledge usable for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01