Abstract by Olivia Payne
Identifying Teachable Moments While Teaching in a Secondary Mathematics Classroom
Mathematics teachers are encouraged to elicit and use student thinking during a lesson to develop mathematical concepts. However, not all instances of student thinking will be productive to use in a lesson. Before a teacher can utilize student thinking, the teacher must first notice the student’s ideas and then decide if the idea is worth pursuing. The complexity of a secondary mathematics classroom can make this process difficult, which may prevent some teachers from using student thinking in a lesson. The goal of this study is to better understand how a secondary mathematics teacher decides what is considered to be a teachable moment, as they teach.