Missing link: how teachers' understanding of student common struggles is key to their instructional response.
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| Title: | Missing link: how teachers' understanding of student common struggles is key to their instructional response. |
|---|---|
| Authors: | Copur-Gencturk, Yasemin1 (AUTHOR) copurgen@usc.edu, Ezaki, John1 (AUTHOR) jezaki@usc.edu, Jacobson, Erik2 (AUTHOR) erdajaco@indiana.edu |
| Source: | Journal of Mathematics Teacher Education. Aug2026, Vol. 29 Issue 4, p889-913. 25p. |
| Subject Terms: | *Teaching methods, *Learning problems, *Mixed methods research, *Teacher attitudes, *Educational intervention, *Learning |
| Abstract: | Teachers' knowledge of common student struggles is instrumental for effective teaching and student learning. However, how this knowledge informs teachers' instructional responses to help students overcome such struggles lacks a clear explanation. In this research, we used a mixed-methods approach to investigate how teachers' characterization of and rationale for common student struggles is related to their reported instructional strategies. The results indicate that the reasons teachers provided for why students demonstrated these struggles were closely related to the ways in which they reported addressing these struggles during instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197191756 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Missing link: how teachers' understanding of student common struggles is key to their instructional response. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Copur-Gencturk%2C+Yasemin%22">Copur-Gencturk, Yasemin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> copurgen@usc.edu</i><br /><searchLink fieldCode="AR" term="%22Ezaki%2C+John%22">Ezaki, John</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jezaki@usc.edu</i><br /><searchLink fieldCode="AR" term="%22Jacobson%2C+Erik%22">Jacobson, Erik</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> erdajaco@indiana.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Aug2026, Vol. 29 Issue 4, p889-913. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+problems%22">Learning problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teachers' knowledge of common student struggles is instrumental for effective teaching and student learning. However, how this knowledge informs teachers' instructional responses to help students overcome such struggles lacks a clear explanation. In this research, we used a mixed-methods approach to investigate how teachers' characterization of and rationale for common student struggles is related to their reported instructional strategies. The results indicate that the reasons teachers provided for why students demonstrated these struggles were closely related to the ways in which they reported addressing these struggles during instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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=197191756 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-025-09701-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 889 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Learning problems Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Learning Type: general Titles: – TitleFull: Missing link: how teachers' understanding of student common struggles is key to their instructional response. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Copur-Gencturk, Yasemin – PersonEntity: Name: NameFull: Ezaki, John – PersonEntity: Name: NameFull: Jacobson, Erik IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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