Developing teachers' knowledge of students as learners of mathematics through structured interviews

Journal of Mathematics Teacher Education

Volumn 13, Issue 2, 2010, Pages 141-154

  Jenkins, Oliver F ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

Content pedagogy; Knowledge of learners; Listening skills; Mathematical thinking; Student interviews

Indexed keywords

EID: 77952543068     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-009-9129-9     Document Type: Article

References (33)

1. An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school mathematics teachers in China and the U. S. Journal of Mathematics Teacher Education, 7, 145-172.
2. Bransford, J. D., Zech, L., Schwartz, D., Barron, B., Vye, N., & The Cognition and Technology Group at Vanderbilt. (1996). Fostering mathematical thinking in middle school students: Lessons from research. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 203-250). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Brown, C. A., & Borko, H. (1992). Becoming a mathematics teacher. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 209-239). Reston, VA: National Council of Teachers of Mathematics.
4. Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers' interpretations of students' mathematical work. Journal of Mathematics Teacher Education, 3, 155-181.
5. Crowley, M. L. (1987). The van Hiele model of the development of geometric thought. In M. M. Lindquist (Ed.), Learning and teaching geometry, K-12 (pp. 1-16). Reston, VA: National Council of Teachers of Mathematics.
6. Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching. Journal for Research in Mathematics Education, 28, 355-376.
7. Ebby, C. B. (1999). Learning to teach mathematics differently: The interaction between coursework and fieldwork for preservice teachers. Journal of Mathematics Teacher Education, 3, 69-97.
8. Empson, S. B., & Jacobs, V. R. (2008). Learning to listen to children's mathematics. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education: Vol. 2. Tools and processes in mathematics teacher education (pp. 257-281). Rotterdam, The Netherlands: Sense Publishers.
9. Even, R., & Tirosh, D. (2008). Teacher knowledge and understanding of students' mathematical learning and thinking. In L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 202-222). New York, NY: Routledge.
10. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
11. Fennema, E., & Franke, M. L. (1992). Teachers' knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). Reston, VA: National Council of Teachers of Mathematics.
12. Ginsburg, H. (1981). The clinical interview in psychological research on mathematical thinking: Aims, rationales, techniques. For the Learning of Mathematics, 1, 4-11.
13. Ginsburg, H. P., & Seo, K. (1999). Mathematics in children's thinking. Mathematical Thinking and Learning, 1, 113-129.
14. Graeber, A., & Tirosh, D. (2008). Pedagogical content knowledge: Useful concept or elusive notion. In P. Sullivan & T. Wood (Eds.), The international handbook of mathematics teacher education: Vol. 1. Knowledge and beliefs in mathematics teaching and teaching development (pp. 117-132). Rotterdam, The Netherlands: Sense Publishers.
15. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400.
16. Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York, NY: Teachers College Press.
17. Jansen, A., & Spitzer, S. M. (2009). Prospective middle school mathematics teachers' reflective thinking skills: Descriptions of their students' thinking and interpretations of their teaching. Journal of Mathematics Teacher Education, 12, 133-151.
18. Kenney, P. A., Zawojewski, J. S., & Silver, E. A. (1998). Marcy's dot pattern. Mathematics teaching in the middle school, 3, 474-477.
19. Lampert, M. (1988). What can research on teacher education tell us about improving quality in mathematics education? Teaching and Teacher Education, 4, 157-170.
20. McDonough, A., Clarke, B., & Clarke, D. M. (2002). Understanding, assessing and developing children's mathematical thinking: The power of a one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices. International Journal of Educational Research, 37, 211-226.
21. National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
22. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
23. Rubenstein, R. N. (2004). The learning of mathematics: Perspectives of different researchers [Data file]. Available on CD accompanying Rubenstein, R. N., Beckmann, C. E., & Thompson, D. R., Teaching and learning middle grades mathematics. Emeryville, CA: Key College Publishing.
24. Rubenstein, R. N., Beckmann, C. E., & Thompson, D. R. (2004). Teaching and learning middle grades mathematics. Emeryville, CA: Key College Publishing.
25. Schorr, R. Y., & Ginsburg, H. P. (2000). Using clinical interviews to promote preservice teachers' understanding of children's mathematical thinking. In M. L. Fernández (Ed.), Proceedings of the twenty-second annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 599-605). Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education.
26. Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12, 88-95. (Reprinted from Mathematics Teaching, December 1976, Association of Teachers of Mathematics, Great Britain).
27. Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3, 344-350.
28. Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester Jr (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157-223). Charlotte, NC: Information Age Publishing.
29. Steinberg, R. M., Empson, S. B., & Carpenter, T. P. (2004). Inquiry into children's mathematical thinking as a means to teacher change. Journal of Mathematics Teacher Education, 7, 237-267.
30. Sternberg, R. J. (1996). What is mathematical thinking? In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 303-318). Mahwah, NJ: Lawrence Erlbaum Associates.
31. Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11, 373-394.
32. Tirosh, D. (2000). Enhancing prospective teachers' knowledge of children's conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31, 5-25.
33. van Zoest, L. R. (2004). Preparing for the future: An early field experience that focuses on students' thinking. In T. Watanabe & D. R. Thompson (Eds.), The work of mathematics teacher educators: Exchanging ideas for effective practice (pp. 119-134). San Diego, CA: Association of Mathematics Teacher Educators.