PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
A calculus teachers’ image of student thinking
Page: 714
This paper focuses on how a teacher’s image of student thinking influences the meanings she conveyed to students. I observed a calculus teacher’s lessons and interviewed the teacher and her students. By exploring the data, I see the extent to which the teacher attention to student thinking has an impact on (1) the ways she expressed her meanings during instruction, (2) the ways she interpreted students’ understandings that they expressed, (3) the ways she decided to adjust instructional actions. My analyses suggest that teachers need to think about how students might understand their instructional actions so that they can better convey what they intend to their students.