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Creators/Authors contains: "Ruk, Joshua M."

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  1. ; ; ; ; ( , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A ; Cortés-Zavala, J ; null (Ed.)
    We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ 
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    Full Text Available 
  2. ; ; ; ; ( , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A ; Cortés-Zavala, J ; null (Ed.)
    We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ abilities to notice and productively use student mathematical thinking during instruction. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ( , Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education)
    Research has shown that listening to and interpreting student thinking is challenging, yet critical for effective incorporation of student mathematical thinking (SMT) into instruction. We examine an exemplary teacher’s interpretations of SMT, his inference of the potential of the SMT to foster learning, and the rationale for his responses to that thinking. Our findings reveal some reasons why teachers may fail to successfully act on SMT that emerges during whole class discussion. This study confirms previous research findings, that in order to incorporate SMT into instruction in a way that fosters learning, teachers must correctly interpret that SMT. The study also shows that even good teachers may need support in developing skills that will enable them accurately interpret SMT and its potential to foster learning. 
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    Accepted Manuscript Full Text Available