Pedagogical Listening: A Framework for Supporting Students' Verbalized Struggles During Mathematical Discussion

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-3 - Investigations in Mathematics Teachers' Learning and Practice

Abstract

Research suggests that student struggle is important for the development of students’ conceptual understanding, critical thinking, and growth mindset. Mathematics education research suggests that students’ verbalization of their struggles contributes to their growth as mathematical thinkers. However, the teacher as listener in supporting students’ verbalized thinking is under examined. We develop the concept of “pedagogical listening” as a theoretical lens for interpreting a case of teacher listening during a mathematics discussion in the seminal classroom video, “Sean Numbers-Ofala” (Ball, 1990). Our initial findings suggest that pedagogical listening is a useful lens for understanding significant types of teacher listening which contribute to supporting students to communicate ideas, persevere through misunderstandings and struggle, listen to diverse viewpoints, and reflect on their reasoning.

Authors

• Andrea R. English, University of Edinburgh

• Kersti Tyson, University of New Mexico

• Allison Beth Hintz, University of Washington - Bothell