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Title: Establishing student mathematical thinking as an object of class discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers' enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.  more » « less
Award ID(s):
1720613
PAR ID:
10320914
Author(s) / Creator(s):
; ; ; ;
Editor(s):
Olanoff, D.; Johnson, K.; Spitzer, S. M.
Date Published:
Journal Name:
Proceedings of the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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    Productive use of student mathematical thinking is a critical yet incompletely understood aspect of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four subpractices that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first subpractice, establish. Based an analysis of secondary mathematics teachers’ enactments of building, we describe two critical components—make precise and make an object—as well as important subtleties of the establish subpractice. 
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    Productive use of student mathematical thinking is a critical aspect of effective teaching that is not yet fully understood. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper, we begin to unpack this complex practice by looking closely at its third element, Conduct. Based on an analysis of secondary mathematics teachers' enactments of building, we describe the critical aspects of conducting a whole-class discussion that is focused on making sense of a high-leverage student contribution. 
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    Productive use of student mathematical thinking is a critical aspect of effective teaching that is not yet fully understood. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its third element, Conduct. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe the critical aspects of conducting a whole-class discussion that is focused on making sense of a high-leverage student contribution. 
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