Teachers’ perceptions of examining students’ thinking: Changing mathematics instructional practice
This paper seeks to illuminate teachers’ perceptions of the challenges and benefits of systematically examining students’ thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three e...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2015-12-01
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| Series: | Cogent Education |
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| Online Access: | http://dx.doi.org/10.1080/2331186X.2015.1075329 |
| Summary: | This paper seeks to illuminate teachers’ perceptions of the challenges and benefits of systematically examining students’ thinking as part of a professional development program in elementary mathematics education. Using a framework of models of conceptual change and principles of discomfort, three elementary teachers’ perceptions of their experiences with reform-oriented mathematics instruction and systematically examining students’ thinking were analyzed. Analysis of interview data yielded five organizing themes. Findings offer insight into understanding the efficacy of examining students’ thinking as a professional development strategy. |
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| ISSN: | 2331-186X |