2010
DOI: 10.1080/14794800903569832
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Beginning mathematics teachers' purposes for making student thinking public

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Cited by 7 publications
(4 citation statements)
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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%
“…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%
“…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%
“…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%