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ERIC Number: EJ1087983
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2331-186X
Teachers' Perceptions of Examining Students' Thinking: Changing Mathematics Instructional Practice
Anderson-Pence, Katie L.
Cogent Education, v2 n1 Article 1075329 2015
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.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A