Secondary Mathematics Teachers' Use of Causal Reasoning About Classroom Experiences to Change Teaching Practice

• In Event: Teacher Perceptions and Moves in Mathematics Classrooms

Abstract

We investigate secondary mathematics teachers’ in-the-moment sense-making about their classroom experiences that are used as feedback to change instructional practices. Through the use of point-of-view observations, we identify the underlying causal reasoning about instruction used by teachers to understand why events happen the way they do in their classrooms, and examine how that causal reasoning is related to proposed changes to instruction.

Authors

• Elizabeth B. Dyer, Northwestern University

• Paige Kaliski, Northwestern University