Beginning mathematics teachers' purposes for making student thinking public

Zoest, Laura R. Van; Stockero, Shari L.; Kratky, James L.

doi:10.1080/14794800903569832

Cited by 7 publications

(4 citation statements)

References 16 publications

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“…All three teachers displayed insufficient approaches to the component of triggering and considering divergent thoughts. Van Zoest, Stockero, and Kratky (2010) regard the teachers' approaches to mentioning different thoughts and methods, revealing different opinions, comparing students' ideas and encouraging them to question one another as the components of understanding students' thinking. It is very important that this component of KoST to reflect on teaching for the development of students' thinking.…”

Section: Serin's Knowledge Of Student Thinkingmentioning

confidence: 99%

Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

Çelik¹,

Güzel²

2017

Journal. Math. Edu.

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The aim of this case study is to examine mathematics teachers' knowledge of students' thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data were gathered from interviews and observations. While analyzing the data, the framework about teachers' knowledge of students' thinking was used. The findings showed that each teacher mainly considered the knowledge of students' thinking as knowing students' prior knowledge. They expressed that they benefited from the questions to reveal students' ideas, encouraged their students to use different solution ways for the problems, and had ideas on misconceptions and difficulties their students might be confronted. The participants also considered students' prior knowledge in their lessons, but they did not tackle their difficulties, errors and misconceptions unless students asked questions to them. They had the limited approaches for building on students' mathematical ideas, promoting students thinking mathematics, triggering and considering divergent thoughts, engaging students in mathematical learning, and motivating students learning.

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Section: Serin's Knowledge Of Student Thinkingmentioning

confidence: 99%

Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

Çelik¹,

Güzel²

2017

Journal. Math. Edu.

View full text Add to dashboard Cite

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“…While teachers' questions encourage students to think differently or to reason about various ideas, their different type of actions to contribute to the enrichment of the classroom environment by considering divergent ideas in the lessons. In parallel, Van Zoest, Stockero, and Kratky (2010) noted that teachers could understand their students' different thoughts by noticing various students' thinking and solution methods, trying to reveal their thoughts and encouraging the students to compare their ideas with others and to question each other. Additionally, it is important that teachers encourage learners to use their own strategies to solve problems, participate in dialogues that allow them to explain their thoughts, and discuss the reasons for their thoughts in order to increase the diversity of ideas in the classroom (Franke, Webb, Chan, Ing, Freund, & Battey, 2009).…”

Section: Introductionmentioning

confidence: 99%

How to Improve A Mathematics Teacher’s Ways of Triggering and Considering Divergent Thoughts through Lesson Study

Çelik

Güzel

2020

INT ELECT J MATH ED

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In this study, we aimed to examine a mathematics teacher's actions related to triggering and considering divergent thoughts on the lessons before, during, and after the lesson study process. The participant was a mathematics teacher who participated in a lesson study design. We focused on his lessons before, during, and after the lesson study. The data were collected from the teacher's lessons and these lessons were videotaped. The transcripts of these video records were analyzed in the context of triggering and considering divergent thoughts. The teacher's actions were interpreted and the evidences were provided from the excerpts of the lessons. Throughout the lesson study, the teacher's actions related to considering students' thinking were improved and also varied. We suppose that this study will be a guide for mathematics teachers and teacher educators on triggering and considering divergent ideas.

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“…KoST is defined as the basic component of the knowledge of teaching mathematics (Kung & Speer, 2009;An, Kulm, & Wu, 2004). Evidently, the practices for professional development such as video case studies and analysis and online discussions were utilized for improving KoST or increasing teachers' awareness of student thinking (Baş, 2013;Cengiz 2007;Fernandez, Llinares, & Vals, 2012;Hartman, 2012;Van Zoest, Stockero, & Kratky, 2010). Baş (2013) aimed to develop teachers' noticing of student thinking based on model and modeling perspectives by the seven-month professional development program which she conducted pre-and postlesson meetings about classroom practices with four high school mathematics teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Hartman (2012) examined the effects of videobased intervention on pre-service teachers' understanding about early-age children's mathematical thinking. Van Zoest, Stockero and Kratky (2010) conducted focus group discussions on classroom video camera records with 14 beginning teachers to reveal and support the teachers' thoughts related to students' thinking. In these studies, the teachers or pre-service teachers participated in the environments which would support their professional developments about their noticing of students' thinking in the context of specific mathematical topics.…”

Section: Introductionmentioning

confidence: 99%

Describing Lesson Study Designed for Improvement of Mathematics Teachers' Knowledge of Student Thinking

ÖZALTUN ÇELİK,

BUKOVA GÜZEL

2018

IJMTL

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The aim of this study is to explain the process of lesson study designed for improving the mathematics teachers' knowledge of student thinking and to examine its effectiveness in terms of the teaching process and the teachers' professional development. The lesson study composed of three cycles was carried out with three mathematics teachers. Each cycle comprised of five stages. The data were collected from the interviews, the lesson observations, the field notes and the reflective diaries. The interviews were conducted with teachers, the teachers' lessons were observed by the researchers, the field notes were taken by the researchers and the reflective diaries were written by the teachers after each cycles. The data were examined by considering knowledge of student thinking in a detailed way. The teachers' awareness of knowledge of student thinking got increased by means of the lesson study model. They came to consider the students' thinking in their lessons and to question the underlying reasons of their ideas.

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Beginning mathematics teachers' purposes for making student thinking public

Cited by 7 publications

References 16 publications

Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

Mathematics Teachers’ Knowledge of Student Thinking and Its Evidences in Their Instruction

How to Improve A Mathematics Teacher’s Ways of Triggering and Considering Divergent Thoughts through Lesson Study

Describing Lesson Study Designed for Improvement of Mathematics Teachers' Knowledge of Student Thinking

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