Back to Search
Start Over
Teachers' responses to student mathematical thinking in Chinese elementary mathematics classrooms.
- Source :
- School Science & Mathematics; Jan2020, Vol. 120 Issue 1, p45-54, 10p
- Publication Year :
- 2020
-
Abstract
- Recent research on teachers' use of student mathematical thinking (SMT) and recommendations for effective mathematics instruction claim that how teachers respond to SMT has great impact on student mathematical learning in the classroom. This study examined some Chinese mathematics teachers' responses to student in‐the‐moment mathematical thinking that emerged during whole class discussion. The findings of this study revealed that the majority of Chinese elementary mathematics teachers in the data involved the whole group of students to make sense of in‐the‐moment SMT. They either invited students to digest SMT involved in the instance or provided an extension of the instance to further develop student mathematical understanding. [ABSTRACT FROM AUTHOR]
- Subjects :
- MATHEMATICS teachers
TEACHERS
CLASSROOMS
MATHEMATICS
STUDENTS
Subjects
Details
- Language :
- English
- ISSN :
- 00366803
- Volume :
- 120
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- School Science & Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 141395729
- Full Text :
- https://doi.org/10.1111/ssm.12381