Teacher listening: The role of knowledge of content and students

Johnson, Estrella; Larsen, Sean

doi:10.1016/j.jmathb.2011.07.003

Cited by 53 publications

(38 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Current critical theorizing is relating tools and strategies to knowledge in teaching, thus developing theory which links teaching with the knowledge practitioners bring to the teaching process. While there is considerable research at school level on teachers' knowledge in practice (e.g., Ball and Bass 2003;Rowland et al 2005), there is as yet little consideration of teachers knowledge at the university level (see however Johnson and Larsen 2012;Wagner et al 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Focusing on theory related to teachers' listening, Johnson and Larsen (2012) report on their study of teaching of three teachers of abstract algebra in an inquiry-based curriculum development project in a US university. Researchers videotaped all regular class sessions, took notes during each class session and held regular videotaped debriefings with teachers.…”

Section: Associated Literaturementioning

confidence: 99%

See 1 more Smart Citation

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Jaworski

Mali

Πετροπούλου

2016

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

This paper focuses directly on mathematics teaching practice at university level, exploring Bwhat teachers do and think daily, in class and out, as they perform their teaching work^ (Speer et al. in The Journal of Mathematical Behavior, 29, 99-114, 2010, p. 99). It is based on a small corpus of research conducted from sociocultural perspectives with qualitative and interpretative studies into mathematics teaching and the meanings it promotes for students learning mathematics. Two settings of teaching are explored: lectures and small group tutorials in which teachers are research mathematicians or mathematics educators. Analyses make use of a range of theoretical perspectives to interpret the complexities of teaching based on observations of teaching activity and interviews with teachers. Critical Theorising is seen through critical use of existing theory and construction of new theory: through the analytical process it provides insights into teaching and ways in which teaching does or can develop to promote students' meaning making in mathematics. The paper draws attention to the finer details of teaching practice and teachers' thinking that lie behind judgments such as 'traditional' or 'transmissionist'.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Associated Literaturementioning

confidence: 99%

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Jaworski

Mali

Πετροπούλου

2016

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

show abstract

“…Other researchers (Mason 2002;Silverman and Thompson 2008;Walshaw and Anthony 2008) also argued that such opportunities could enable teachers to transform their own knowledge to knowledge that encompasses how students think and develop mathematical understandings, which can be used in future interactions, including in the design of instructional materials and in anticipating student thinking. As Johnson and Larsen (2012) discussed, without such knowledge, teachers are constrained in their ability to reflectively listen to their students in ways that inform their teaching. Hence, using the construct of decentering to characterize the observable actions of teachers in the moment of teaching may reveal information about not only teachers' mathematical knowledge, but also their development of the particular aspect of mathematical knowledge for teaching that includes knowledge of student thinking and development.…”

Section: Connections With Mathematical Knowledge For Teachingmentioning

confidence: 99%

Decentering: A construct to analyze and explain teacher actions as they relate to student thinking

Teuscher

Moore

Carlson

2015

J Math Teacher Educ

View full text Add to dashboard Cite

Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus. Specifically, we extend previous work in this area by utilizing Piaget's construct of decentering (The language and thought of the child. Meridian Books, Cleveland, 1955) to explain teachers' actions relative to both their thinking and their students' thinking. In characterizing decentering with respect to a teacher's focus on student thinking, we use two illustrations that highlight the importance of decentering in making in-the-moment decisions that are based on student thinking. We also discuss the influence of teacher decentering actions on the quality of student-teacher interactions and their influence on student learning. We close by discussing various implications of decentering, including how decentering is related to other research constructs including teachers' development and enactment of mathematical knowledge for teaching.

show abstract

“…Such classrooms typically involve students in constructing and validating mathematical knowledge by explaining their reasoning and attempting to make sense of each other's explanations, in small group or whole class discussions (e.g., Yackel et al, 2000). Some researchers have developed curricula for undergraduate topics based around this type of environment, including a group theory course that uses a "guided reinvention" approach Weber & Larsen, 2008;Zandieh, Larsen, & Nunley, 2008;Johnson & Larsen, 2012;Larsen, 2013).…”

Section: Research-based Responsesmentioning

confidence: 99%

Independent Study Workbooks for Proofs in Group Theory

Alcock

Brown

Dunning

2015

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

Abstract. This paper describes a small-scale research project based on workbooks designed to support independent study of proofs in a first course on group theory. We discuss the lecturers' aims in designing the workbooks, and set these against a background of research on students' learning of group theory and on epistemological beliefs and study habits in higher education. We organise our analysis of student responses around three emerging themes: 1) structured support provided by the workbooks, 2) productive forced study of lecture notes, and 3) engaging with proofs. Discussion of our data in terms of these themes suggests several considerations for the design of tasks for independent study of advanced mathematics.

show abstract

Teacher listening: The role of knowledge of content and students

Cited by 53 publications

References 12 publications

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Decentering: A construct to analyze and explain teacher actions as they relate to student thinking

Independent Study Workbooks for Proofs in Group Theory

Contact Info

Product

Resources

About