Published In
The Journal of Mathematical Behavior
Document Type
Article
Publication Date
1-10-2023
Subjects
Educational leadership, Mathematics education
Abstract
We compare two lessons with respect to how a teacher centers student mathematical thinking to move instruction forward through enactment of five mathematically productive teaching routines: Conferring To Understand Student Thinking and Reasoning, Structuring Mathematical Student Talk, Working With Selected and Sequenced Student Math Ideas, Working with Public Records of Students’ Mathematical Thinking, and Orchestrating Mathematical Discussion. Findings show that the lessons differ in the enactment of teaching routines, especially Conferring to Understand Student Thinking and Reasoning which resulted in a difference in student-centeredness of the instruction. This difference highlights whose mathematics was being centralized in the classroom and whether the focus was on correct answers and procedures or on students’ mathematical thinking and justifying.
Rights
© 2023 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Locate the Document
DOI
10.1016/j.jmathb.2023.101032
Persistent Identifier
https://archives.pdx.edu/ds/psu/39139
Citation Details
Thanheiser, E., & Melhuish, K. (2023). Teaching routines and student-centered mathematics instruction: The essential role of conferring to understand student thinking and reasoning. The Journal of Mathematical Behavior, 70, 101032.