Bibliographic Details
| Title: |
A CASE OF DECENTERING TO SUPPORT RESPONSIVE TEACHING WITH MIDDLE SCHOOL STUDENTS. |
| Authors: |
Hackenberg, Amy J.1 ahackenb@iu.edu, Aydeniz-Temizer, Fetiye1 faydeniz@iu.edu, Borowski, Rebecca S.2 borowsr@wwu.edu |
| Source: |
Conference Papers -- Psychology of Mathematics & Education of North America. 2024, p1806-1815. 10p. |
| Subject Terms: |
*Classrooms, *Curriculum, *Mathematics education, *Mathematics students, *Mathematics teachers, *Teaching methods |
| Abstract: |
A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author and classroom teacher. We found that teacher-researcher decentering was a mechanism underlying the practice of inquiring responsively in small groups. Decentering involves adopting the perspective of another person by setting one’s own perspective to the side and using the other’s perspective as a basis for interaction. This paper shows a pattern of decentering actions and a type of question, leveraging questions, supported a student at stage 1 of units coordination to sustain challenges and learn. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
