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dc.contributor.authorOchieng, Mary
dc.date.accessioned2021-05-17T08:25:46Z
dc.date.available2021-05-17T08:25:46Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/11071/11887
dc.descriptionPaper presented at the 4th Strathmore International Mathematics Conference (SIMC 2017), 19 - 23 June 2017, Strathmore University, Nairobi, Kenya.en_US
dc.description.abstractResearch in mathematics teacher education suggests the benefits of instructional practices that use student mathematical thinking (e.g., Fennema, et al., 1996; Stein & Lane, 1996), but such practices are complex and difficult both to understand and to enact (Ball & Cohen, 1999; Feiman-Nemser, 2001; Sherin, 2002; Silver, Ghousseini, Gosen, Charalambous, & Font Strawhun, 2005). Preliminary efforts to investigate the practice of using student thinking suggest that productive use requires engaging the class in making sense of mathematical ideas that have originated with students (Leatham, Peterson, Stockero & Van Zoest, 2015). In order to facilitate students’ engagement in making sense of these mathematical ideas, the teacher needs to be able to identify the mathematics to which the idea relates. In this session we will talk about the teaching practice of identifying mathematical points in student thinking, including how this practice may be used to foster understanding of important mathematical ideas and how to support teachers to develop the practice.en_US
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectStudent thinkingen_US
dc.subjectMathematical pointen_US
dc.subjectUse of student thinkingen_US
dc.titleIdentifying important Mathematics underlying student thinkingen_US
dc.typeArticleen_US


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  • SIMC 2017 [85]
    4th Strathmore International Mathematics Conference (June 19 – 23, 2017)

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