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Decentering to support responsive teaching for middle school students.

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Title: Decentering to support responsive teaching for middle school students.
Authors: Hackenberg, Amy J.1 (AUTHOR) ahackenb@iu.edu, Aydeniz Temizer, Fetiye1,2 (AUTHOR), Borowski, Rebecca S.3 (AUTHOR)
Source: Journal of Mathematical Behavior. Mar2025, Vol. 77, pN.PAG-N.PAG. 1p.
Subject Terms: *Teachers, *Middle school students, *Seventh grade (Education), *Classrooms, Automobile travel
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. In the unit, students worked on making two cars travel the same speed. Students at all three stages of units coordination learned to do so, as reported elsewhere (Hackenberg et al., 2023). This paper focuses on the practice of inquiring responsively in small groups. We found that teacher-researcher decentering was a mechanism underlying this practice. 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. We found that two patterns of decentering actions and a type of question, leveraging questions, supported students across stages of units coordination to sustain challenges and learn. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 181492382
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Decentering to support responsive teaching for middle school students.
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  Data: <searchLink fieldCode="AR" term="%22Hackenberg%2C+Amy+J%2E%22">Hackenberg, Amy J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ahackenb@iu.edu</i><br /><searchLink fieldCode="AR" term="%22Aydeniz+Temizer%2C+Fetiye%22">Aydeniz Temizer, Fetiye</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Borowski%2C+Rebecca+S%2E%22">Borowski, Rebecca S.</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematical+Behavior%22">Journal of Mathematical Behavior</searchLink>. Mar2025, Vol. 77, pN.PAG-N.PAG. 1p.
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  Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Seventh+grade+%28Education%29%22">Seventh grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Automobile+travel%22">Automobile travel</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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. In the unit, students worked on making two cars travel the same speed. Students at all three stages of units coordination learned to do so, as reported elsewhere (Hackenberg et al., 2023). This paper focuses on the practice of inquiring responsively in small groups. We found that teacher-researcher decentering was a mechanism underlying this practice. 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. We found that two patterns of decentering actions and a type of question, leveraging questions, supported students across stages of units coordination to sustain challenges and learn. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181492382
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        Value: 10.1016/j.jmathb.2024.101205
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      – Code: eng
        Text: English
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        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: Seventh grade (Education)
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Automobile travel
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      – TitleFull: Decentering to support responsive teaching for middle school students.
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            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
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