ERIC Number: EJ1116960
Record Type: Journal
Publication Date: 2016-Oct
Listening to and Learning from Student Thinking
Kazemi, Elham; Gibbons, Lynsey K.; Lomax, Kendra; Franke, Megan L.
Teaching Children Mathematics, v23 n3 p182-190 Oct 2016
Eliciting, responding to, and advancing students' mathematical thinking all lie at the heart of great teaching. In this article, the authors describe a formative assessment approach that teachers can use to learn more about their students' mathematical thinking and inform their instructional decisions. This assessment approach draws on a widely known set of frameworks for children's thinking, Cognitively Guided Instruction (CGI) (Carpenter et al. 2014). It enables teachers to learn from students by giving them time to voice their understandings and confusions. By listening carefully, teachers convey to students that their experience matters. The primary purpose of assessment is to inform and improve the teaching and learning of mathematics. The assessment approach described in this article gives teachers opportunities to talk with students about their mathematical thinking and gain a better understanding of their students as mathematicians.
Descriptors: Mathematical Aptitude, Formative Evaluation, Instructional Effectiveness, Instructional Improvement, Teaching Methods, Data Collection, Data Interpretation, Achievement Gains, Educational Strategies, Mathematics Instruction, Listening, Transformative Learning, Elementary School Students
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A