"It Depends ...": (When) Does a Student's Mistake Become a Teacher's Dilemma?

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-6 - Teacher Professional Development and Teacher Preparation

Abstract

A challenge inherent in improving mathematics instruction is whether new practices will be adopted and sustained by practitioners. In order to better understand the circumstances under which mathematics teachers are willing to depart from customary instruction, we report on findings from a study in which K-12 mathematics teachers were asked to evaluate scenarios that depict a teacher departing from normative practices By inspecting aspects of the scenario participants identified as crucial for their reaction, we identify features that support or limit the possibility of departing from a norm. We illustrate this analysis by comparing two similar scenarios in which a student makes a public error and explore why only one of the scenarios is experienced as a dilemma by practitioners.

Authors

• Ander Willard Erickson, Western Oregon University

• Amanda Marie Milewski, University of Michigan - Ann Arbor

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