Characterizing a highly-accomplished teacher's instructional actions in response to students' mathematical thinking

Rukiye Didem Taylan (1)

1 MEF University

This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu-dents' mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accomplished teacher's instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teachers' instructional actions were analysed utilizing a framework developed by Cengiz, Kline and Grant (2011). The results revealed that the highly-accomplished teacher challenged student thinking with counter arguments and introduced alternative representations more frequently, but complimented students less frequently than the beginning teachers.

Mots clés: Instructional actions; responding to students’ mathematical thinking

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Rukiye Didem Taylan. Characterizing a highly-accomplished teacher's instructional actions in response to students' mathematical thinking. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3136-3142. ⟨hal-01289818⟩