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Decentering: A construct to analyze and explain teacher actions as they relate to student thinking
Dawn Teuscher - Personal Name
Kevin C. Moore - Personal Name
Marilyn P. Carlson - Personal Name
Mathematics educators and writers of mathematics education policy documents
continue to emphasize the importance of teachers focusing on and using student thinking to
inform their instructional decisions and interactions with students. In this paper, we
characterize the interactions between a teacher and student(s) that exhibit this focus.
Specifically, we extend previous work in this area by utilizing Piaget’s construct of decentering (The language and thought of the child. Meridian Books, Cleveland, 1955) to
explain teachers’ actions relative to both their thinking and their students’ thinking. In
characterizing decentering with respect to a teacher’s focus on student thinking, we use two
illustrations that highlight the importance of decentering in making in-the-moment decisions that are based on student thinking. We also discuss the influence of teacher decentering actions on the quality of student–teacher interactions and their influence on student
learning. We close by discussing various implications of decentering, including how decentering is related to other research constructs including teachers’ development and enactment of mathematical knowledge for teaching.
continue to emphasize the importance of teachers focusing on and using student thinking to
inform their instructional decisions and interactions with students. In this paper, we
characterize the interactions between a teacher and student(s) that exhibit this focus.
Specifically, we extend previous work in this area by utilizing Piaget’s construct of decentering (The language and thought of the child. Meridian Books, Cleveland, 1955) to
explain teachers’ actions relative to both their thinking and their students’ thinking. In
characterizing decentering with respect to a teacher’s focus on student thinking, we use two
illustrations that highlight the importance of decentering in making in-the-moment decisions that are based on student thinking. We also discuss the influence of teacher decentering actions on the quality of student–teacher interactions and their influence on student
learning. We close by discussing various implications of decentering, including how decentering is related to other research constructs including teachers’ development and enactment of mathematical knowledge for teaching.
Ketersediaan
| j302 | Perpustakaan FITK Pusat | Tersedia |
Informasi Detil
Judul Seri
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No. Panggil
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Penerbit
Springer Science Business Media : New York., 2016
Deskripsi Fisik
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Bahasa
English
ISBN/ISSN
1573-1707
Klasifikasi
NONE
Informasi Detil
Tipe Isi
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Tipe Media
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Tipe Pembawa
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Edisi
(2016) 19:433–456 DOI
Subyek
Info Detil Spesifik
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Pernyataan Tanggungjawab
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Tidak tersedia versi lain
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