"Bigger number means you plus!"—Teachers learning to use clinical interviews to understand students' mathematical thinking

This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, Human Development 52:109—128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical a...

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Bibliographic Details
Published in:Educational studies in mathematics 2013-07, Vol.83 (3), p.471-485
Main Authors: Heng, Mary Anne, Sudarshan, Akhila
Format: Article
Language:English
Subjects:
Academic Achievement
Children
Clinical experience
Education
Foreign Countries
Grade 1
Grade 2
Interviews
Learning
Mathematical knowledge
Mathematical Logic
Mathematical problems
Mathematics
Mathematics curricula
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Problem Solving
Singapore
Teacher education
Teachers
Thinking Skills
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Summary:This paper examines the perceptions and understandings of ten grades 1 and 2 Singapore mathematics teachers as they learned to use clinical interviews (Ginsburg, Human Development 52:109—128, 2009) to understand students' mathematical thinking. This study challenged teachers' pedagogical assumptions about what it means to teach for student understanding. Clinical task-based interviews opened a window into students' knowledge, problem-solving and reasoning, and helped teachers reflect on their teaching and assessment of student learning. Teachers also learnt about what it means to establish a culture of thoughtful questioning in the classroom and developed an emerging awareness that this requires a readiness to hear students' ideas and connect informal or invented strategies with classroom mathematics.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-013-9469-3