PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Peer tutors attending to student mathematical thinking
Page: 450
Attending to and leveraging student thinking is known to be an effective teaching practice, but little research has been done to investigate the ways in which mathematics tutors attend to student thinking. This study will use the construct of decentering and Ader & Carlson’s (2018) framework for analyzing teacher-student interactions to describe the ways in which tutors attend to student thinking in the moment. We will also provide examples of how written reflections and stimulated recall interviews can contribute to a tutor’s ability to attend to student thinking.