Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy

Moscardini, Lio

doi:10.1016/j.tate.2014.06.003

Cited by 29 publications

(28 citation statements)

References 64 publications

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“…Teachers should understand that an equitable practice in mathematics teaching acknowledges the involvement of all students in making sense of their mathematical learning. Teachers need to use the approaches that take care of classroom diversity and ensure equity (Moscardini, 2014).…”

Section: Equitymentioning

confidence: 99%

Teachers’ Perception of Social Justice in Mathematics Classrooms

Panthi

Luitel

Belbase

2018

REDIMAT

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The purpose of this study was to explore mathematics teachers’ perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers about social justice in mathematics classroom at three public secondary schools in Kathmandu. We carried out multiple layers of thematic analysis and interpretation of the narratives from the interview data. Altogether five themes on perception of social justice emerged from the analysis of the data. These themes were associated with - equality, equity, fairness, social process, and caring students. Implications of the study have been discussed at the end.

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Section: Equitymentioning

confidence: 99%

Teachers’ Perception of Social Justice in Mathematics Classrooms

Panthi

Luitel

Belbase

2018

REDIMAT

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“…For example, Sherin and her coworkers suggest attention involves using "knowledge of subject matter, knowledge of the curriculum, or knowledge of students' prior comments" (Sherin & van Es, 2009, p. 22). Specifically, researchers explore the role of content knowledge (e.g., Kersting, Givvin, Sotelo, & Stigler, 2010;Roth et al, 2011), pedagogical content knowledge (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989;Jacobs, Lamb, & Philipp, 2010;Moscardini, 2014), and general pedagogical knowledge (K€ onig et al, 2014). Some of the knowledge researchers in this tradition identify is domain-general and some is domain-specific.…”

mentioning

confidence: 99%

Characterizing teacher attention to student thinking: A role for epistemological messages

Russ

2017

J Res Sci Teach

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Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways students understand such attention by characterizing teacher attention based on the epistemological messages it sends students about the nature of knowledge and learning in the classroom. Using data collected from high school science and mathematics teachers with a new videocapture methodology, I present an analysis of variability in epistemological messages of teacher attention to illustrate work could unfold if we as researchers took up the theoretical claims made in this work. In doing so, I endeavor to draw the construct of epistemological messages into our collective conversations about teacher attention, and provide a starting point for our field to begin debating the most productive ways to study and unpack the epistemological messages we value in that teacher attention. I conclude by demonstrating the feasibility of using these messages to distinguish the types of teacher attention our field wants to develop and encourage in teacher education. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 2018

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“…When considering the improvability of diagnostic competency skills, the emergence of this level is an expected result for teachers who have not received training on this subject (Sherin, 2001). This is because while a teacher can easily recognize when students perform well, being able to define exactly what to look for or expect becomes difficult for the teacher (Mason, 1998;Moscardini, 2014;Sadler, 1989) and performing these skills is not as easy as it seems (Ball, 1993(Ball, , 2001Chamberlin, 2005;Schifter, 2001). Differences in the interview findings are due to teachers having Level-2 skills in their lessons, yet they show indications that their level can change when prompted (questions like "Why do students think like this?").…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Diagnostic Competences and Levels Pertaining to Students’ Mathematical Thinking: The Case of Three Math Teachers in Turkey

2017

EDUC SCI-THEOR PRACT

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The main purpose of this research is to determine mathematics teachers' diagnostic competency levels. Diagnostic competence, which is described as the ability to understand and analyze student thinking, has been examined in four levels through the components of teachers' general knowledge on learning processes and their skills at considering, scrutinizing, and interpreting student thinking. The research model is based on a case study, and the participants consist of three elementary mathematics teachers. Teachers' lessons were observed for 17 weeks, and data has been collected through (a) observation notes, (b) video recordings, (c) written documents, and (d) interviews with teachers. According to the findings, the teachers have Level-2 diagnostic competences due to their limited general knowledge on learning processes and scrutiny skills. Additional findings are as follows: (a) While teachers have been defined as having Level-2 diagnostic competences in the classroom, lower and higher levels seem able to emerge in environments that used prompts. (b) The limitations of teachers' general knowledge on learning processes can also weaken other diagnostic competency skills. (c) Teachers care more about students' errors and mistakes when diagnosing and do not feel the need to diagnose ideas that provide correct results.

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Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy

Cited by 29 publications

References 64 publications

Teachers’ Perception of Social Justice in Mathematics Classrooms

Teachers’ Perception of Social Justice in Mathematics Classrooms

Characterizing teacher attention to student thinking: A role for epistemological messages

Teachers’ Diagnostic Competences and Levels Pertaining to Students’ Mathematical Thinking: The Case of Three Math Teachers in Turkey

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