Attributes of Student Mathematical Thinking That Is Worth Building on in Whole-Class Discussion [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Van Zoest, Laura R.; Stockero, Shari L.; Atanga, Napthalin A.; Peterson, Blake E.; Leatham, Keith R.; Ochieng, Mary A.
Titel	Attributes of Student Mathematical Thinking That Is Worth Building on in Whole-Class Discussion [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Mathematics Instruction; Classroom Communication; Thinking Skills; Accuracy; Prior Learning; Mathematics Skills; Comprehension; Cognitive Processes; Secondary School Mathematics; Secondary School Students + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Klassengespräch; Denkfähigkeit; Vorkenntnisse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; Sekundarschüler
Abstract	This study investigated the attributes of 297 instances of student mathematical thinking during whole-class interactions that were identified as having the potential to foster learners' understanding of important mathematical ideas (MOSTs). Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in-the-moment, the accuracy of the thinking, and the type of the thinking (e.g., sense making). Findings both illuminate the complexity of identifying student thinking worth building on during whole-class discussion and provide insight into important attributes of MOSTs that teachers can use to better recognize them. For example, 96% of MOSTs were of three types, making these three particularly salient types of student mathematical thinking for teachers to develop skills in recognizing. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01