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

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  1. ; ; ; ; ; (, Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education)
    We investigate teachers’ initial in-the-moment responses to instances of high-potential student mathematical thinking (SMT) during whole class discussion to understand what it means to productively incorporate SMT into instruction. Teachers’ initial responses were coded using the Teacher Response Coding scheme, which disentangles the teacher action, who the response is directed to, and the degree to which the SMT is honored. We found that teachers incorporated students’ actions and ideas in their response, but tended to address the SMT themselves and did not fully take advantage of the SMT. We consider the productivity of teachers’ initial responses in relation to principles of productive use of SMT and compare the results to those of a previous study of teachers’ hypothetical initial responses to SMT in an interview setting. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education)
    We investigate teachers’ initial in-the-moment responses to instances of high-potential student mathematical thinking (SMT) during whole class discussion to understand what it means to productively incorporate SMT into instruction. Teachers’ initial responses were coded using the Teacher Response Coding scheme, which disentangles the teacher action, who the response is directed to, and the degree to which the SMT is honored. We found that teachers incorporated students’ actions and ideas in their response, but tended to address the SMT themselves and did not fully take advantage of the SMT. We consider the productivity of teachers’ initial responses in relation to principles of productive use of SMT and compare the results to those of a previous study of teachers’ hypothetical initial responses to SMT in an interview setting. 
    more » « less
    Accepted Manuscript Full Text Available