Abstract

Mathematics and science education researchers focused on teacher education emphasize attention and responsiveness to student thinking as central to effective classroom practice. Being responsive to student thinking involves attending to the substance of students’ ideas—the meaning students are making—and pursuing that thinking, adjusting the flow of instruction as needed. Yet, attention and responsiveness to student thinking is irregular and generally rare among novice teachers. In this theoretical paper, we argue that the irregularity of attention and responsiveness to student thinking, including variability within individual teachers’ practice, can be explained by a framework grounded in teachers’ localized framings of their classroom activity—their sense of “what is it that’s going on here.” Using analyses of classroom episodes across contexts and timescales to illustrate our claims, we demonstrate how a framing-anchored framework can coordinate and improve upon three common explanations for the irregularity of novice teachers’ attention and responsiveness to student thinking: underdeveloped skills and/or knowledge for attending and responding, “transmissionist” beliefs about learning, and institutional constraints (and teachers’ perceptions thereof). Building on this argument, we suggest that teacher educators can work with novice teachers’ framings of their classroom activities as a generative anchor for supporting attention and responsiveness to student thinking in classroom settings.

摘要

专注于教师教育的数学和科学教育研究人员强调对学生思维的关注和反应是有效课堂实践的核心。对学生的思维做出反应包括关注学生思想的实质（学生正在表达的意思）并追求该思想，并根据需要调整教学流程。然而，对学生思维的关注和反应是不规则的，在新手老师中通常很少见。在这一理论的文章中，我们认为，关注和响应学生的思维，包括教师个体内的变化不规则本地化的实践，可以通过在教师接地的框架来解释构架他们的课堂活动—他们的感觉是“这里发生了什么”。使用跨情境和时间跨度的课堂情节分析来说明我们的主张，我们展示了框架锚定的框架如何协调和改进针对新手教师注意力和对学生思维反应的不规律性的三种常见解释：欠发达的技能和/或知识参加和回应有关学习的“传教主义者”信念，制度约束（以及教师对此的看法）。基于此论点，我们建议教师教育者可以与新手教师的课堂活动框架一起，作为生成锚，以支持对课堂环境中学生思维的关注和反应。