Listening and Responding to Students’ Ways of Thinking
English, Lyn D. & Doerr, Helen M. (2004) Listening and Responding to Students’ Ways of Thinking. In Putt, I., Faragher, R., & McLean, M. (Eds.) Mathematics education for the 3rd millennium: Towards 2010, July 2004, Townsville, Queensland, Australia.
In this paper, we report on the ways in which two middle grade teachers listened to and supported their students’ mathematical reasoning within the context of a modelling task in data analysis. The teachers implemented a sequence of tasks that focused on the development of rating systems through selecting, ranking, and aggregating quantities. Analyses of the teachers’ practices suggested that: (a) the teachers’ mathematical backgrounds governed their understanding of both the modeling task and the students’ reasoning; (b) the teachers adopted new roles in their interactions with the students, including a focus on listening and observing, and on asking questions for understanding and clarification; and (c) while both teachers were responsive to their students’ actions and strongly supported their learning, they did so in different ways and with different emphases. This study illustrates the potential for developing a knowledge base for teaching by shifting the focus of research from teachers’ actions to the interpretations that lead to those actions.
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|Item Type:||Conference Paper|
|Keywords:||mathematical modelling, modeling activities, listening to students|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 MERGA|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||11 Oct 2005 00:00|
|Last Modified:||10 Aug 2011 13:53|
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