Responding to Student Thinking in Secondary Mathematics Classrooms: Studying and Supporting Teaching Practice

Session Type: Symposium

Abstract

Responding to student thinking is a core practice of ambitious and equitable mathematics teaching. However, responding productively in-the-moment is complex and difficult for teachers to learn. This symposium focuses on responding to student thinking in the context of secondary mathematics classrooms. Four papers will be presented—all of which share the perspective that responding to student thinking is a critical practice, but offer productive differences in context (e.g., in-service teachers, pre-service teachers), setting (e.g., whole-class discussions, one-on-one conversations), and method (e.g., interviews, case study, video analysis) to further specify the practice and how it is supported with teachers. A chair and discussant will frame the session, offer perspectives across the four papers, and facilitate discussion among presenters and session attendees.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Jo Boaler, Stanford University

Papers

• Strategic Responsiveness: Building on Student Thinking Through Instructional Design - Elizabeth B. Dyer, WestEd

• How Do Secondary Mathematics Teachers Manage Students' Responses? - Annick Rougee, Washington State University - Tri-Cities

• Preservice Secondary Mathematics Teachers' Learning of Communicative Actions That Elicit and Extend Student Thinking - Ben Freeburn, Western Michigan University

• Responding to Student Errors During Classroom Discussion: Deliberate Opportunities to Support Teacher Candidate Development - Erin E. Baldinger, University of Minnesota; Matthew P. Campbell, West Virginia University; Foster Graif, University of Minnesota

Discussant

• Laura R. Van Zoest, Western Michigan University