PME-NA

Designing a Tool to Support the Development of Teacher Responsiveness: The “Student Thinking Journal”

• In Event: Poster Session #2

Description

This study introduces the Student Thinking Journal (STJ), a reflective tool designed to support teachers—particularly prospective teachers—in developing responsiveness to student mathematical thinking. Grounded in responsive teaching, the STJ facilitates structured reflection on surprising student ideas, helping educators analyze, document, and collaboratively discuss instructional insights. Using a Participatory Co-Design approach, we iteratively refine/add to the design of STJ while teaching a mathematics course for elementary teachers. Through bi-weekly discussions and journal revisions, we enhance its usability and effectiveness. Rather than evaluating the tool’s impact, this study focuses on its design and development, culminating in a structured framework for documenting and analyzing student thinking. By providing guidelines for using the STJ and conceptualizing unexpected student contributions, this research aims to equip educators with a practical means to foster intellectual empathy and improve instructional decision-making.

Authors

• Jiexin Gan, The Pennsylvania State University

• Andrea McCloskey, Penn State University

• Mary Oluwatoyin Ajani, Pennsylvania State University