BYU

Abstract by Kylie Palsky

Personal Infomation


Presenter's Name

Kylie Palsky

Co-Presenters

None

Degree Level

Masters

Co-Authors

None

Abstract Infomation


Department

Mathematics Education

Faculty Advisor

Keith Leatham

Title

Secondary Mathematics Teachers’ Discourse Around the Productiveness of Teacher Moves in Response to Teachable Moments

Abstract

How do teachers talk about the productiveness of teacher’s in-the-moment responses to student mathematical thinking? In order to answer this question, teachers were given ten classroom situations to compare and contrast for productivity. I analyzed (a) the teachers’ discourse, which includes the content of what the teachers said, and (b) the extent to which the teachers’ discourse aligns with theorized productive responses to student mathematical thinking. From the teachers’ group conversations I articulated principles of productivity—articulations of the main ideas and conclusions of the teachers’ conversations with regards to productivity. Focusing on the principles of productivity, I will highlight what teachers said was productive or not productive with respect to teacher’s in-the-moment responses to student mathematical thinking.