Exploring the Role of Teacher Curiosity in Early Mathematics Teaching Practice

• In Event: Teacher and Student Beliefs and Practices Around Mathematics, Errors, Assessment, and Space

Abstract

Teachers’ curiosity about students’ mathematical thinking may greatly aid student-centered mathematics teaching but its actual role in practice has not been studied. This study identifies how participants in a professional learning module (PL) on teacher-curiosity perceive the role of curiosity in their own practice, and changes in their perceptions of the role of teacher-curiosity after the PL. The findings help specify the potential role of teacher-curiosity in practice, which can inform future research and teacher professional learning in early mathematics.

Author

• Madhuvanti Anantharajan, Hogeschool iPabo
  Presenting Author