Chinese Elementary Mathematics Teachers' Responses to Student In-the-Moment Mathematical Thinking

• In Event: 67.033 - Multiple Methods and Multiple Spaces in Math and Science Education

Abstract

The purpose of this study is to investigate how Chinese elementary mathematics teachers respond to student in-the-moment mathematical thinking during whole class instruction using Teacher Response Coding Scheme (TRC) created by Peterson et al. (2017). The findings revealed that Chinese teachers were inclined to direct student in-the-moment mathematical thinking to the whole class to engage all students to evaluate or develop the mathematical ideas involved in the instance. They made student ideas core and explicit in their responses. Implications for teacher education are discussed.

Author

• Li Sun, Augustana University