This study investigates teacher responses to a common set of high potential instances of student mathematical thinking to better understand the role of the teacher in shaping meaningful mathematical discourse in their classrooms. Teacher responses were coded using a scheme that disentangles the teacher move from other aspects of the teacher…

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge, but to do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…

When student teachers and cooperating teachers have conversations during the student teaching experience, research indicates that they spend considerable time talking about classroom management. In an effort to focus student teaching on the practice of eliciting, understanding and using student mathematical thinking, we altered the structure of…

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge. To do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who…

Focusing particularly on messages transmitted by socializing agents in preschool settings, this exploratory study investigates (1) the incidence of communication events in which standards for achievement are expressed, (2) the nature of the standards, and (3) variations across settings in the nature of standard-setting events. The relationship of…