An Exploration of the Subpractices Enacted and Dispositions Displayed by Teachers in Interpreting Student Thinking

• In Event: Poster Session 5
  In Poster Session: Research and Mathematics Education SIG Posters

Abstract

Reforms to the teaching of mathematics require teachers to invite a range of solution strategies from their students. As such, teachers today require incredible interpretive skill. Studies have addressed what teachers notice when asked to interpret students' thinking, yet less such work has examined the particular sub-practices teachers enact when interpreting. This study examined the sub-practices enacted by 11 pre-service elementary teachers when interpreting student solutions to a multi-digit multiplication problem. Analysis reveals important distinctions in teachers’ enactment of such sub-practices, which appear to be related to the presence or absence of key teacher dispositions.

Author

• Michael Jarry-Shore, Stanford University