Characterizing pivotal teaching moments in beginning mathematics teachers’ practice

Análisis de las decisiones del profesor de matemáticas en su gestión de aula

“…Estas decisiones de acción se fundamentan en el concepto de visión profesional (van Es y Sherin, 2002; Fortuny y Rodríguez, 2012) y en la conceptualización de la observación profesional del pensamiento matemático del estudiante (Sherin, Jacobs y Philipp, 2011). Stockero y Van Zoest (2013), apoyados en el reconocimiento de las circunstancias que posibilitan los momentos pivote para la enseñanza de las matemáticas, clasifican las decisiones del profesor en:…”

Research Trends in Mathematics Teacher Education

“…Underlying this construct is the notion that some events that occur during instruction are more productive for a teacher to attend to because of their potential to be used to support student learning. Although experienced teachers might intuitively recognize and respond to productive moments that arise during a lesson, novices often fail to notice or respond to these same instances (Peterson and Leatham 2010;Stockero and Van Zoest 2013). In fact, a major difference between expert and novice teachers' practices has been found to be their ability to attend to and capitalize on important instructional events (Berliner 2001;Mason 1998).…”

“…In a study of novice mathematics teachers' instruction, Stockero and Van Zoest (2013) characterized pivotal teaching moments (PTMs)-defined as an instance in a classroom lesson in which an interruption in the flow of the lesson provides the teacher an opportunity to modify instruction in order to extend or change the nature of students' mathematical understanding. In this study, five types of PTMs were identified that had significant or moderate potential to support students' learning of mathematics: extending, incorrect mathematics, sense making, contradiction, and mathematical confusion.…”

A qualitative study of secondary mathematics teachers' questioning, responses, and perceived influences

“…A student's question or incorrect response may be enough to trigger an informal assessment episode for the teacher, which prompts a spontaneous response such as a follow-up question, a call for other students to share their views, or an explanation or demonstration (Ruiz-Primo & Furtak, 2007). Additionally, this student's question or incorrect response may disrupt the flow of discussion and give the teacher an opportunity to respond in a way that enhances or extends student thinking (Stockero & Van Zoest, 2013). These instances are referred to as pivotal teaching moments (PTMs), and can be very important opportunities for students to make connections, reflect on current knowledge, and build new understandings.…”

“…These instances are referred to as pivotal teaching moments (PTMs), and can be very important opportunities for students to make connections, reflect on current knowledge, and build new understandings. The types of questions a teacher asks and the method for asking them, as well as the pattern of teacher responses to students during classroom discussion and the noticing and appropriate reaction to PTMs will impact the ways students think about and develop concepts (Chin, 2007;Stockero & Van Zoest, 2013). In a student-centered classroom, students play an active role in constructing knowledge of concepts through this classroom discussion, so it is particularly important to examine the types of questioning and responses that prompt students to take a more active cognitive role in helping to develop each concept (Chin, 2007).…”