Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction

Orr, Sheila; Bieda, Kristen

doi:10.1007/s10857-023-09603-5

Cited by 5 publications

(2 citation statements)

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“…In eliciting student reasoning moves, teachers aim to identify, clarify, and interpret students' ideas and contributions (Ellis et al, 2019). Eliciting student reasoning is an essential practice in mathematics education that promotes deep mathematical understanding (Franke et al, 2009; National Council of Teachers of Mathematics [NCTM], 2014; Orr & Bieda, 2023;TeachingWorks, 2020). The process of eliciting student reasoning contributes to increased mathematical knowledge and understanding in two interrelated ways.…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, listening to students speak enables teachers and other students to monitor students' mathematical thinking (Franke et al, 2009;Reinke et al, 2021). Secondly, teachers can use the information gleaned from student talk to guide their instruction decision-making practices (Franke et al, 2009;Orr & Bieda, 2023). According to TMSSR, eliciting student reasoning is divided into two types of moves: high-potential moves and low-potential moves.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Abdelmalak

2024

Preprint

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The purpose of this study was to investigate whether a TMSSR (Teacher Moves for Supporting Student Reasoning)-based intervention could enhance prospective middle school teachers' abilities for supporting student reasoning on quadratic functions. Participants (N = 17) engaged with quadratic functions, practiced the TMSSR framework through scriptwriting assignments, received feedback and revised their scripts, compared and contrasted scenarios, and discussed ways to achieve high-potential moves during the intervention. Data sources included participants' pre/post scriptwriting tasks along with take-home assignments across the intervention. Results indicated the TMSSR-based intervention was effective in improving prospective teachers' repertoire of high-leverage moves for eliciting, responding to, facilitating, and extending student mathematical reasoning. Specific areas of improvement included eliciting understanding, promoting error correction, providing guidance, encouraging reflection, and pressing for generalizations. This study suggests a framework that mathematics teacher educators can use to improve prospective teachers' abilities for supporting student reasoning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Abdelmalak

2024

Preprint

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Tools to support learning to plan discussions that promote students’ mathematical reasoning

Ødegaard,

Arnesen,

Langfeldt

2024

J Math Teacher Educ

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We investigate pre-service teachers’ learning to plan discussions promoting students’ mathematical reasoning. Specifically, we analyse opportunities to learn to plan provided by three planning tools: a conceptual framework of the mathematical work of reasoning and proving, a set of talk moves, and a mathematical task with students’ work. In learning cycles, the pre-service teachers investigated, planned, enacted, and reflected on practice, using role-plays as an approximation to practice. The planning was organised in small groups, and these groups’ collaborative work was videotaped, transcribed, and analysed using thematic analysis. Our findings reveal three patterns of tool use: tools as a support for planning, planning as a context to make sense of the tools, and the use of talk moves to plan when the students’ work was insufficient as a support. From these patterns, we identify several opportunities to learn afforded by the tools. However, we also identify and discuss limitations in the design of the tools, particularly related to mathematical reasoning. Based on our findings, we discuss implications for teacher education.

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Ways of questioning, ways of gesturing: how teachers elicit different ways of students’ thinking in elementary science classrooms

Zhang,

Yang,

Bowcher

2024

International Journal of Science Education

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Learning to elicit student thinking: the role of planning to support academically rigorous questioning sequences during instruction

Cited by 5 publications

References 38 publications

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Enhancing Prospective Teachers' Abilities for Supporting Student Reasoning on Quadratic Functions

Tools to support learning to plan discussions that promote students’ mathematical reasoning

Ways of questioning, ways of gesturing: how teachers elicit different ways of students’ thinking in elementary science classrooms

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