Exploring prospective teachers’ stances in making sense of students’ mathematical ideas

Journal article


Scheiner, Thorsten and Montes, Miguel A.. (2024). Exploring prospective teachers’ stances in making sense of students’ mathematical ideas. Journal of Mathematics Teacher Education. pp. 1-25. https://doi.org/10.1007/s10857-024-09639-1
AuthorsScheiner, Thorsten and Montes, Miguel A.
Abstract

In this paper, we explore the critical practice of making sense of students’ mathematical ideas. We extend previous research by studying stances prospective teachers adopt, the extent or depth to which they do so, and the types of prospective teachers making sense of students’ mathematical ideas. Analyzing the responses of 123 prospective teachers to students’ different ideas on an ambiguous mathematical task, our study identifies various stances—descriptive, evaluative, comparative, interpretive, inquiry-based, connective, and projective—and explores the complexity of attributing value, meaning, and significance to student ideas. Our findings offer insights into various types of making sense of students’ ideas and suggest that different kinds of attributions are at play for the purposes of observation, assessment, understanding and projection/prediction.

KeywordsStances of interpretation; Student mathematical thinking; Ambiguous mathematical problem; Teacher noticing; Prospective primary teachers
Year01 Jan 2024
JournalJournal of Mathematics Teacher Education
Journal citationpp. 1-25
PublisherSpringer Science and Business Media B.V.
ISSN1573-1820
Digital Object Identifier (DOI)https://doi.org/10.1007/s10857-024-09639-1
Web address (URL)https://link.springer.com/article/10.1007/s10857-024-09639-1
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-25
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online22 May 2024
Publication process dates
Accepted06 May 2024
Deposited16 Aug 2024
Additional information

© The Author(s) 2024

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Open Access funding enabled and organized by CAUL and its Member Institutions. This work was funded by Project PID2021-122180OB-I00, financed by the Government of Spain, and Project ProyExcel_00297, supported by the Andalusian Government. We are also grateful for the support from the COIDESO research centre at the University of Huelva and DESYM (HUM-168). Additionally, this research benefited from the contributions of the MTSK network, sponsored by AUIP.

Place of publicationNetherlands
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https://acuresearchbank.acu.edu.au/item/90ww3/exploring-prospective-teachers-stances-in-making-sense-of-students-mathematical-ideas

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