ABSTRACT

This study examined the spontaneous teacher–student interactions that occurred in three graduate student instructors’ [GSIs] precalculus classrooms. We classified these interactions relative to these instructors’ actions to make sense of and use student thinking to inform their in-the-moment interactions with students. Our characterizations of teacher–student interactions fell into five levels, ranging from no decentering, the instructor showing no interest in the student’s thinking, to the instructor inquiring into and building a mental model of the student’s thinking, then using that model productively when interacting with the student. Our descriptions of the instructors’ mental actions and behaviors are summarized in our decentering framework. These descriptions may be useful for other researchers, curriculum developers, and professional developers working to study and advance teachers’ ability to adapt their teaching based on student thinking.

摘要

本研究考察了在三位研究生导师的 [GSI] 初等课堂中发生的自发的师生互动。我们将这些互动与这些教师的行为进行了分类，以理解并利用学生的思维来告知他们与学生的即时互动。我们对师生互动的描述分为五个层次，从不去中心化，教师对学生的思维不感兴趣，到教师探究并建立学生思维的心理模型，然后在与学生互动时有效地使用该模型。学生。我们对教师心理行为和行为的描述总结在我们的去中心化框架中。这些描述可能对其他研究人员、课程开发人员、