Jeremy F. Strayer

Fostering Instructor Knowledge of Student Thinking Using The Flipped Classroom

Abstract In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.

Inspection-worthy mistakes: Which? And why?

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.

Examining Mistakes to Shift Student Thinking.

teachers and students can have different perspectives on the value of discussing students’ mathematical mistakes, despite various classroom evidence that such discussions can help foster strong conceptual understanding (Boaler 2016). Some teachers consider student mistakes to be an opportunity to correct errors in individual student thinking. Others view the public inspection of mistakes as an opportunity for all students in the classroom to learn. Examining Mistakes to Shift Student Thinking

Standards-based mathematics instruction and sociomathematical norms: Facilitating change in an undergraduate classroom

ABSTRACT Research indicates that standards-based mathematics instruction positively supports students’ academic development. Although standards documents identify accepted best practices, they do not speak to the impact that students’ expectations of the mathematics classroom has on the successful implementation of standards-based instruction at the university level. Using a mixed-methods approach, this study investigates those challenges with an iterative self-study of one undergraduate mathematics classroom that seeks to answer the question: How can postsecondary teachers change the expected classroom culture of lecture and practice to new sociomathematical norms that (a) support a community of learners and (b) help students develop a productive disposition toward mathematics within these new norms? An analysis of classroom interactions, students’ work, and researcher reflections reveals the need for these changes to be (a) executed over time with attention to students’ thoughts and needs and (b) supported with learning tools that provide structure to sometimes seemingly chaotic lessons. The study also highlights the need for teacher support in the form of collaboration, teacher professional development, and reflection.