TY - JOUR
T1 - Decentering framework
T2 - A characterization of graduate student instructors’ actions to understand and act on student thinking
AU - Baş-Ader, Sinem
AU - Carlson, Marilyn P.
N1 - Funding Information:
This work was supported by the National Science Foundation under Grant number EHR-0412537.
Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - This study examined the spontaneous teacher–student interactions that occurred in three graduate student instructors’ [GSIs] precalculus classrooms. We classified these interactions relative to these instructors’ actions to make sense of and use student thinking to inform their in-the-moment interactions with students. Our characterizations of teacher–student interactions fell into five levels, ranging from no decentering, the instructor showing no interest in the student’s thinking, to the instructor inquiring into and building a mental model of the student’s thinking, then using that model productively when interacting with the student. Our descriptions of the instructors’ mental actions and behaviors are summarized in our decentering framework. These descriptions may be useful for other researchers, curriculum developers, and professional developers working to study and advance teachers’ ability to adapt their teaching based on student thinking.
AB - This study examined the spontaneous teacher–student interactions that occurred in three graduate student instructors’ [GSIs] precalculus classrooms. We classified these interactions relative to these instructors’ actions to make sense of and use student thinking to inform their in-the-moment interactions with students. Our characterizations of teacher–student interactions fell into five levels, ranging from no decentering, the instructor showing no interest in the student’s thinking, to the instructor inquiring into and building a mental model of the student’s thinking, then using that model productively when interacting with the student. Our descriptions of the instructors’ mental actions and behaviors are summarized in our decentering framework. These descriptions may be useful for other researchers, curriculum developers, and professional developers working to study and advance teachers’ ability to adapt their teaching based on student thinking.
KW - Decentering
KW - graduate student instructor
KW - radical constructivism
KW - responsive teaching
KW - teacher education
KW - teacher-student interaction
UR - http://www.scopus.com/inward/record.url?scp=85104251328&partnerID=8YFLogxK
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U2 - 10.1080/10986065.2020.1844608
DO - 10.1080/10986065.2020.1844608
M3 - Article
AN - SCOPUS:85104251328
SN - 1098-6065
VL - 24
SP - 99
EP - 122
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
IS - 2
ER -