NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004094
Record Type: Journal
Publication Date: 2013-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0013-1954
"Bigger Number Means You Plus!"--Teachers Learning to Use Clinical Interviews to Understand Students' Mathematical Thinking
Heng, Mary Anne; Sudarshan, Akhila
Educational Studies in Mathematics, v83 n3 p471-485 Jul 2013
This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, "Human Development" 52:109-128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for student understanding. Clinical task-based interviews opened a window into students' knowledge, problem-solving and reasoning, and helped teachers reflect on their teaching and assessment of student learning. Teachers also learnt about what it means to establish a culture of thoughtful questioning in the classroom and developed an emerging awareness that this requires a readiness to hear students' ideas and connect informal or invented strategies with classroom mathematics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore