Interpreting Students' Mathematical Thinking: A Systematic Review of the Literature

• In Event: STEM Diversity From an International View

Abstract

The processes that teachers and researchers use to interpret student thinking varies and have not been widely studied. The purpose of this review was to synthesize literature on how teachers and researchers interpret students’ mathematical thinking. We found that teachers often identify students’ errors, identify their step processes, and progress in their interpreting (as measured by researchers’ scales). We found that researchers often focused on assessments, using rubrics or scales, or using frameworks to interpret students’ thinking. These findings can be used to decompose the process of interpreting student thinking. However, they also highlight the lack of attention to varied students’ needs, funds of knowledge, and resources, and an over-reliance on interpreting for correctness.

Authors

• Morgan Love Mitchell, University of Houston

• Melissa A. Gallagher, University of Houston

• Jessica Jensen, California Polytechnic State University - San Luis Obispo