Conceptualizing important facets of teacher responses to student mathematical thinking

• Laura R. Van Zoest ^[1] ; Blake E. Peterson ^[2] ; Annick O. T. Rougée ^[3] ; Shari L. Stockero ^[4] ; Keith R. Leatham ^[2] ; Ben Freeburn ^[1]
  1. [1] Western Michigan University

     Western Michigan University

     City of Kalamazoo, Estados Unidos

     
  2. [2] Brigham Young University

     Brigham Young University

     Estados Unidos

     
  3. [3] Washington State University

     Washington State University

     Estados Unidos

     
  4. [4] Michigan Technological University

     Michigan Technological University

     City of Houghton, Estados Unidos

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 10, 2022, págs. 2583-2608
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach. We conclude by making several further observations about the potential versatility and power in articulating units of analysis and developing and applying tools that attend to these facets when conducting research on teacher responses.