Exploring prospective teachers&apos

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. An...

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Authors: Scheiner, Thorsten, Montes Navarro, Miguel Ángel
Format: article
Publication Date:2024
Country:España
Institution:Universidad de Huelva (UHU)
Repository:Arias Montano. Repositorio Institucional de la Universidad de Huelva
Language:English
OAI Identifier:oai:ariasmontano.uhu.es:10272/23831
Online Access:https://hdl.handle.net/10272/23831
Access Level:Open access
Keyword:Stances of interpretation
Student mathematical thinking
Ambiguous mathematical problem
Teacher noticing
Prospective primary teachers
58 Pedagogía
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spelling Exploring prospective teachers&aposstances in making sense of students&aposmathematical ideasScheiner, ThorstenMontes Navarro, Miguel ÁngelStances of interpretationStudent mathematical thinkingAmbiguous mathematical problemTeacher noticingProspective primary teachers58 PedagogíaIn 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.Springer20242024-05-0120242024-05-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10272/23831reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ariasmontano.uhu.es:10272/238312026-06-02T14:58:11Z
dc.title.none.fl_str_mv Exploring prospective teachers&apos
stances in making sense of students&apos
mathematical ideas
title Exploring prospective teachers&apos
spellingShingle Exploring prospective teachers&apos
Scheiner, Thorsten
Stances of interpretation
Student mathematical thinking
Ambiguous mathematical problem
Teacher noticing
Prospective primary teachers
58 Pedagogía
title_short Exploring prospective teachers&apos
title_full Exploring prospective teachers&apos
title_fullStr Exploring prospective teachers&apos
title_full_unstemmed Exploring prospective teachers&apos
title_sort Exploring prospective teachers&apos
dc.creator.none.fl_str_mv Scheiner, Thorsten
Montes Navarro, Miguel Ángel
author Scheiner, Thorsten
author_facet Scheiner, Thorsten
Montes Navarro, Miguel Ángel
author_role author
author2 Montes Navarro, Miguel Ángel
author2_role author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Stances of interpretation
Student mathematical thinking
Ambiguous mathematical problem
Teacher noticing
Prospective primary teachers
58 Pedagogía
topic Stances of interpretation
Student mathematical thinking
Ambiguous mathematical problem
Teacher noticing
Prospective primary teachers
58 Pedagogía
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-05-01
2024
2024-05-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10272/23831
url https://hdl.handle.net/10272/23831
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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