Cultivating Opportunities for Mathematical Practice Engagement: Responsive Teaching in Secondary Mathematics Classrooms

• In Event: Promoting Discourse in Mathematics Classrooms

Abstract

Classroom discourse is central to fostering mathematical practices, but we still have much to learn about how the detailed work of teaching can support students to engage in the range of mathematical practices set out in the Common Core. This study examined mathematics discussions in four inquiry based secondary mathematics classrooms to investigate how teachers cultivated opportunities for student engagement in mathematical practices. Analyses revealed three interaction patterns: (1) teacher initiation, (2) student initiation, and (3) independent engagement. In all three types, teachers needed to be responsive to the interactions between students and tasks, highlighting how the different aspects of the instructional triangle interact to foster mathematical practices. Implications for teacher education are considered with a focus on this responsiveness.

Author

• Sarah Kate Selling, University of Michigan - Ann Arbor