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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work

dc.contributor.authorBrown, Amanda
dc.contributor.authorStrickland, Sharon
dc.contributor.authorOrly, Buchbinder
dc.contributor.authorDaniel, Chazan
dc.contributor.authorHerbst, Patricio
dc.date.accessioned2022-04-07T15:22:04Z
dc.date.available2022-04-07T15:22:04Z
dc.date.issued2022-01-07
dc.identifier.citationBrown, A. M., Strickland, S., Buchbinder, O., Chazan, D., & Herbst, P. (2022, January). Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work. Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics-Research (NCTM-Research). Virtual 2021 Conference Moved to 2022.en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/171960en
dc.description.abstractA historical review of mathematics curriculum suggests a long-standing canonical method to solving equations that teachers often see as “the” way to solve equations. In this paper, we examine data collected from a nationally-distributed sample of 524 secondary mathematics teachers who responded to a set of scenario-based survey items that represent the instructional situation of solving equations. The items featured scenarios in which students presented non- canonical solution methods and asked participants to share how they would respond to that situation. Using a framework that draws on systemic functional linguistics, we describe patterns in the various linguistic resources teachers use to manage the situation. While closed moves are frequently used to avoid discussion of non-canonical methods, our results suggest that teachers find ways to make regular use of: (1) closed moves when accommodating students' non- canonical solution methods and (2) open moves when steering the conversation back to the canonical solution method.en_US
dc.description.sponsorshipThe work presented here has been done with the support of NSF Grant DRL- 0918425 to P. Herbst. All opinions are those of the authors and do not necessarily represent the views of NSF.en_US
dc.language.isoen_USen_US
dc.subjectsecondary mathematics instruction, practical rationality, teachers' decision making, algebra 1, solving equations, instructional situation, normsen_US
dc.titleManaging students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical worken_US
dc.typeConference Paperen_US
dc.rights.robotsNoIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationotherMathematics Department, Texas State Universityen_US
dc.contributor.affiliationotherDepartment of Mathematics and Statistics, University of New Hampshireen_US
dc.contributor.affiliationotherDepartment of Teaching and Learning, Policy and Leadership, University of Marylanden_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171960/1/NCTM 2022 Research Conference_ Algebra Decision_Brown_Strickland_Buchbinder_Chazan_Herbst.pdfen
dc.identifier.doihttps://dx.doi.org/10.7302/4261
dc.identifier.sourceAnnual Meeting of the National Council of Teachers of Mathematics-Research (NCTM-Research).en_US
dc.identifier.orcid0000-0003-1052-8311en_US
dc.identifier.orcid0000-0002-4809-9279en_US
dc.identifier.orcid0000-0002-4809-9279en_US
dc.identifier.orcid0000-0002-3593-8483en_US
dc.identifier.orcid0000-0002-2335-6830en_US
dc.description.filedescriptionDescription of NCTM 2022 Research Conference_ Algebra Decision_Brown_Strickland_Buchbinder_Chazan_Herbst.pdf : Main Article
dc.description.depositorSELFen_US
dc.identifier.name-orcidBrown, Amanda; 0000-0003-1052-8311en_US
dc.identifier.name-orcidBUchbinder, Orly; 0000-0002-4809-9279en_US
dc.identifier.name-orcidChazan, Daniel; 0000-0002-3593-8483en_US
dc.identifier.name-orcidHerbst, Patricio; 0000-0002-2335-6830en_US
dc.working.doi10.7302/4261en_US
dc.owningcollnameEducation, School of


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