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Creators/Authors contains: "Peterson, B. E."

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  1. ; ; ; ; ; ; ( , Mathematics Teacher)
    We share three suggestions for how teachers can more productively use board work to scaffold joint sense making: (1) make the public record precise; (2) purposefully organize the public record; and (3) take advantage of the public record by referencing it in meaningful ways. 
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    Free, publicly-accessible full text available July 1, 2024
  2. ; ; ; ( , Psychology of Mathematics Education)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    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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    Accepted Manuscript Full Text Available
  3. ; ; ; ( , NCTM Research Conference)
    We share a decomposition of building on MOSTs—a teaching practice that takes advantage of high-leverage instances of student mathematical contributions made during whole-class interaction. This decomposition resulted from an iterative process of teacher-researchers enacting conceptions of the building teaching practice that were refined based on our study of their enactments. We elaborate the four elements of building: (a) Establish the student mathematics of the MOST as the object to be discussed; (b) Grapple Toss that object in a way that positions the class to make sense of it; (c) Conduct a whole-class discussion that supports the students in making sense of the student mathematics of the MOST; and (d) Make Explicit the important mathematical idea from the discussion. We argue for the value of this practice in improving in-the-moment use of high-leverage student mathematical thinking during instruction. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; ( , USING PUBLIC RECORDS TO SUPPORT THE PRODUCTIVE USE OF STUDENT MATHEMATICAL THINKING)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovell, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    The more researchers understand the subtleties of teaching practices that productively use student thinking, the better we can support teachers to develop these teaching practices. In this paper, we report the results of an exploration into how secondary mathematics teachers’ use of public records appeared to support or inhibit their efforts to conduct a sense-making discussion around a particular student contribution. We use cognitive load theory to frame two broad ways teachers used public records—manipulating and referencing—to support establishing and maintaining students’ thinking as objects in sense-making discussions. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ( , Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    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. 
    more » « less
    Accepted Manuscript Full Text Available
  6. ; ; ; ( , Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; ; ( , Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    The more researchers understand the subtleties of teaching practices that productively use student thinking, the better we can support teachers to develop these teaching practices. In this paper, we report the results of an exploration into how secondary mathematics teachers' use of public records appeared to support or inhibit their efforts to conduct a sense-making discussion around a particular student contribution. We use cognitive load theory to frame two broadways teachers used public records—manipulating and referencing—to support establishing and maintaining students' thinking as objects in sense-making discussions. 
    more » « less
    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; ; ( , Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E. ; Dyer, E. B. ; Jones, R. S. ; Lovett, J. N. ; Strayer, J. ; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available
  9. ; ; ; ; ( , Proceedings of the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D. ; Johnson, K. ; Spitzer, S. M. (Ed.)
    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. 
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    Accepted Manuscript Full Text Available
  10. ; ; ; ; ( , Proceedings of the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D. ; Johnson, K. ; Spitzer, S. M. (Ed.)
    Accepted Manuscript Full Text Available