Mathematics Teachers' Anticipated Student Solutions and Purposeful Questions

• In Event: The Challenges of Doing Math in Multiple Spaces

Abstract

This study is part of a larger project focused on planning and implementation of mathematical tasks that promote Problem Solving (PS) and reasoning. It examined changes in mathematics teachers’ anticipated student solutions and planned questions as they received written feedback in a Problem Solving and Inquiry class over the course of a semester. The results showed that process level written feedback assisted teachers in anticipating sophisticated student solutions and planning questions that allowed students to discuss mathematical structures and make connections among mathematical ideas and relationships.

Authors

• Gorjana Popovic, Illinois Institute of Technology

• Glenda Susan Morrissey, College of DuPage

• Ozgul Kartal, University of Wisconsin Whitewater