Teachers’ Notions of Facilitating Mathematical Discussion and the Influence of Professional Obligations for Mathematics Teaching

• In Event: Poster Session 11
  In Poster Session: Assessment and Teacher Knowledge in Math

Abstract

Teachers’ facilitation of mathematical discussion in classrooms has been shown to be most effective when facilitating autonomy for students, providing for a positive social environment, and facilitating appropriate scaffolds for student competence (e.g., wait time, revoicing). Yet, teachers are beholden to certain obligations of the teaching profession. These obligations may justify or rebuff teachers’ facilitation of mathematical discussion in various ways. Adopting Herbst and Chazan’s (2011) classifications of professional obligations, the present study examined how teachers used professional obligations to justify or rebuff posited actions for facilitation of mathematical discussion.

Authors

• Karl Wesley Kosko, Kent State University

• Patricio G. Herbst, University of Michigan - Ann Arbor