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.

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Abstract

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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ID Code: 1655
Item Type: Conference Paper
Refereed: No
Keywords: mathematical modelling, modeling activities, listening to students
ISBN: 1920846069
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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