An Expanded View of the Instructional Practice of Anticipating Children's Mathematical Thinking

• In Event: The Challenges of Doing Math in Multiple Spaces

Abstract

In 2008, Stein, Engle, Smith, & Hughes introduced the instructional practice of anticipating as central to orchestrating productive mathematical discussions. We build on their groundbreaking work by presenting an expanded view of anticipating. Drawing on data from elementary teachers’ responses to written items, we highlight (a) additional types of anticipating beyond the original emphasis on anticipating a range of children’s likely responses, (b) additional uses of anticipating beyond the original emphasis on enhancing the orchestration of discussions, and (c) the knowledge-intensive nature of this instructional practice. Contributions include a richer theoretical understanding of anticipating, a set of assessment items for capturing different types of anticipating, and new insights for supporting teachers in developing expertise in anticipating children’s mathematical thinking.

Authors

• Susan B. Empson, University of Missouri - Columbia

• Victoria R. Jacobs, University of North Carolina - Greensboro

• Gladys Krause, The University of Texas - Austin

• Kristen D'Anna Pynes, The University of Texas - Austin

• Naomi Jessup, University of North Carolina - Greensboro

• Amy Hewitt, The University of North Carolina at Greensboro