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Title: Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’ anticipations. Teachers focused on actions students might take, ways they might think about the task, how they might react emotionally, and what actions they might take in advance or in response to their anticipations. We conclude with a discussion of ways our results can inform efforts to support improvements in mathematics teachers’ practice of anticipating.  more » « less
Award ID(s):
2100903
PAR ID:
10517918
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
Taylor & Francis
Date Published:
Journal Name:
Investigations in Mathematics Learning
Volume:
16
Issue:
2
ISSN:
1947-7503
Page Range / eLocation ID:
65 to 82
Subject(s) / Keyword(s):
Secondary mathematics teachers Anticipating Instructional practices Professional development
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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