Factors Considered by Elementary Teachers When Modifying Mathematical Tasks to Support or Extend Children’s Mathematical Thinking

Authors

Mike Fredenberg, Mathematics Education Candidate, San Diego State University & University of California SD

Document Type

Presentation Abstract

Presentation Date

4-20-2015

Abstract

Mathematics educators and researchers have aligned themselves with John Dewey’s argument to concentrate on characterizing and organizing the knowledge and activities that enable teachers to bridge the gulf between theory and practice. In this vein, I ask the question, what factors do exemplary elementary teachers consider when modifying a task for students during the enactment of a lesson? In this presentation, I situate my dissertation study within the arena of Cognitively Guided Instruction (CGI), and the theoretical foundations of the professional noticing of children's mathematical thinking. I describe the motivation for the study, the methodology and data analysis, and I present emerging results. I conclude with a discussion of contributions to the field, and thoughts on future research projects.

Additional Details

Monday, April 20, 2015 at 3:10 p.m. in Math 103
4:00 p.m. Refreshments in Math Lounge 109

Recommended Citation

Fredenberg, Mike, "Factors Considered by Elementary Teachers When Modifying Mathematical Tasks to Support or Extend Children’s Mathematical Thinking" (2015). Colloquia of the Department of Mathematical Sciences. 474.
https://scholarworks.umt.edu/mathcolloquia/474