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Interviews are difficult to enact in a teacher’s busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one­on­one setting. Free from physical constraints and preconceived biases, teachers can concentrate on building questioning, listening, and responding skills when noticing student mathematical thinking. 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Qual2

", "tags": [], "relations": {}, "dateAdded": "2014-01-03T16:04:57Z", "dateModified": "2014-01-03T16:04:57Z" } }, { "key": "H3VEDXFK", "version": 4, "library": { "type": "group", "id": 240028, "name": "Thought Bubble", "links": { "alternate": { "href": "https://www.zotero.org/groups/thought_bubble", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240028/items/H3VEDXFK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/thought_bubble/items/H3VEDXFK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 278095, "username": "teddychao", "name": "Theodore Chao", "links": { "alternate": { "href": "https://www.zotero.org/teddychao", "type": "text/html" } } }, "creatorSummary": "Fennema et al.", "parsedDate": "1996", "numChildren": 1 }, "data": { "key": "H3VEDXFK", "version": 4, "itemType": "journalArticle", "title": "A longitudinal study of learning to use children's thinking in mathematics instruction", "creators": [ { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Fennema" }, { "creatorType": "author", "firstName": "Thomas P.", "lastName": "Carpenter" }, { "creatorType": "author", "firstName": "Megan L.", "lastName": "Franke" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Levi" }, { "creatorType": "author", "firstName": "Victoria R.", "lastName": "Jacobs" }, { "creatorType": "author", "firstName": "Susan B.", "lastName": "Empson" } ], "abstractNote": "", "publicationTitle": "Journal for Research in Mathematics Education", "publisher": "", "place": "", "date": "1996", "volume": "27", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "403-34", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "file:///PDF/749875-1489907458/749875.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-01-03T16:04:57Z", "dateModified": "2014-01-03T16:04:57Z" } }, { "key": "FJPR6IZI", "version": 3, "library": { "type": "group", "id": 240028, "name": "Thought Bubble", "links": { "alternate": { "href": "https://www.zotero.org/groups/thought_bubble", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240028/items/FJPR6IZI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/thought_bubble/items/FJPR6IZI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/240028/items/EBMPFVRE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 278095, "username": "teddychao", "name": "Theodore Chao", "links": { "alternate": { "href": "https://www.zotero.org/teddychao", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "FJPR6IZI", "version": 3, "parentItem": "EBMPFVRE", "itemType": "note", "note": "

Great article listing out the 3 different ways to that teachers can listen to children's thinking about mathematics:
1) directive listening
2) observational listening
3) responsive listening

\n

Ways to do it (so far)
1) Looking at student work (kind of passive)
2) Videotape of teaching (still hard, but better)
3) PD with actual children involved

\n

\"learning to listen to children's mathematics is challenging to realize in the short term, but has enormous long-term benefits.\" (p. 276)

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April

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"text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-01-03T16:03:42Z", "dateModified": "2014-01-03T16:03:42Z" } }, { "key": "H4SPACZP", "version": 2, "library": { "type": "group", "id": 240028, "name": "Thought Bubble", "links": { "alternate": { "href": "https://www.zotero.org/groups/thought_bubble", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240028/items/H4SPACZP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/thought_bubble/items/H4SPACZP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 278095, "username": "teddychao", "name": "Theodore Chao", "links": { "alternate": { "href": "https://www.zotero.org/teddychao", "type": "text/html" } } }, "creatorSummary": "Drake and Sherin", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "H4SPACZP", "version": 2, "itemType": "journalArticle", "title": "Practicing Change: Curriculum Adaptation and Teacher Narrative in the 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In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. 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