Seeing More Than Right and Wrong Answers: Prospective Teachers' Interpretations of Students' Mathematical Work

By Sandra Crespo. 2000

178 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/999419521fc0929b193f4ecc976229442eafab61

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Citations in the corpus

Learning to See Teaching in New Ways (2015, methodology): “The analytical framework, which involves the description of the codes and their examples, was developed based on the earlier work by Crespo (2000), Jacobs et al.”
Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks* (2006, background): “Rather, teachers would be more likely to listen to their students’ responses for the purpose of evaluating the correctness of their answers (Crespo, 2000; Even & Tirosh, 1995; Heid, Blume, Zbiek, & Edwards, 1999).”
Hearing Students: The Complexity of Understanding What they are Saying, Showing, and Doing (2005, background): “In recent years teacher educators and staff developers began to develop and use a variety of case materials in their pre-service and in-service courses for the purpose of helping teachers learn about students thinking (e.g., Barnett, 1991 ).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “When teachers name students’ mathematical thinking with specificity, they move beyond describing whether students had correct or incorrect answers (e.g., Crespo 2000) or beyond a ‘‘get it or don’t’’ conception of students’ thinking (Otero 2006, p. 247).”
PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING (2013, background): “What is involved when prospective or in-service teachers try to teach mathematics in reform-oriented ways (Borko, Eisenhart, Brown, Underhill, Jones & Agard, 1992; Heaton, 2000; Mewborn, 1999; Sullivan & Mousley, 2001) or when they engage in practices that are necessary to this kind of teaching, suc”
Praising and correcting: prospective teachers investigate their teacherly talk (2002, background): “We designed the course so that part of the class (20) would work on the letter writing project I had designed (see Crespo, 1998, 2000), while the other group (14) would engage in pair-teaching sessions with Grade 6/7 students on Nicol’s (1997, 1999) ‘‘Collaborative Inquiry’’ project.”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, methodology): “A few studies theorized key features of these activities, suggesting that PST learning is supported not just by interactions with children, but via the use of particular tools, such as a tool for describing and interpreting CMT (Crespo, 2000), specific protocols for interviewing children (McDonough,”
Prospective teachers’ reasoning and response to a student’s non-traditional strategy when dividing fractions (2009, background): “We had seen firsthand, prospective teachers’ difficulties in interpreting students’ mathematical work and their overall tendencies to promptly evaluate rather than carefully analyze it ( Crespo 2000 ).”