Analyzing Teachers’ Responses to Student Mathematical Contributions During Whole-Class Interactions: Goals, Grain Sizes, and Coding Schemes

Session Type: Symposium

Abstract

This session focuses on developing clarity about issues related to analyzing teachers’ responses to student mathematical contributions during whole-class interactions. We do this by examining and juxtaposing the approaches that two different research groups have taken to investigating teacher responses. Each group will share their goal for their research, the grainsize of their units of analysis, and the coding scheme they have developed. The third presentation focuses on applying both coding schemes to the same excerpts of whole-class interactions. The discussant will consider relationships between the two approaches, advantages and disadvantages of each, and what this work means for research on facilitating productive discourse around student mathematical thinking. Attendees will discuss issues raised by the discussant and presenters.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Laura R. Van Zoest, Western Michigan University

Papers

• A Closer Look at Teacher Moves in Mathematically Responsive Interactions - Jessica Pierson Bishop, Texas State University; Hamilton Hardison, University of Georgia - Athens; Julia Przybyla-Kuchek, University of Georgia - Athens

• Beyond the "Move": A Scheme for Coding Teachers' Responses to Student Mathematical Thinking - Laura R. Van Zoest, Western Michigan University; Blake E. Peterson, Brigham Young University; Shari L. Stockero, Michigan Technological University; Keith R. Leatham, Brigham Young University

• An Analysis of Two Different Approaches for Studying Teacher Responses - Ben Freeburn, Western Michigan University

Discussant

• Elham Kazemi, University of Washington