Teacher interventions for advancing students’ mathematical understanding

Xiangquan Yao, Azita Manouchehri

Research output: Contribution to journalArticlepeer-review

Abstract

The relationship between teacher interventions and students’ mathematical thinking has been the subject of inquiry for quite some time. Using the Pirie–Kieren theory for dynamic growth in mathematical understanding, this study documents teacher interventions that support students’ growth toward developing a general understanding of a mathematical idea in a designed learning environment. By studying the interactions of seven middle school students and the teacher-researcher working on a two-week unit on geometric transformations within a dynamic geometry environment, this study identified nine major categories of teacher interventions that support and extend students’ investigations of mathematical ideas around geometric transformations. The typology of teacher interventions reported in this study provides a cognition-based framework for teacher moves that extend and advance students’ mathematical understanding.

Original languageEnglish (US)
Article number164
Pages (from-to)1-21
Number of pages21
JournalEducation Sciences
Volume10
Issue number6
DOIs
StatePublished - Jun 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Public Administration

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