The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Listening for Differences: An Evolving Conception of Mathematics Teaching
Abstract
The question of how to teach mathematics has become increasingly problematic in recent years as critics from diverse perspectives have offered wide-ranging, and often seemingly incommensurate, challenges to conventional conceptions of the teacher's task. This article represents an effort to “bring into dialogue” some of the varied commentaries on mathematics teaching, using an enactivist framework to interpret and to propose an alternative way of framing mathematics teaching. In this report, the manner in which the teacher listens is offered as a metaphoric lens through which to reinterpret practice, as a practical basis for teaching action, and as a means of addressing some of the critics' concerns. The report is developed around an extended collaborative research project with a middle school mathematics teacher.
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Cites
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,666
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The Embodied Mind: Cognitive Science and Human Experience
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Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
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Cited by
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301
“In such a mode, the teacher’s attention is focused on what she or he can learn about the student’s thinking from their response – what Davis (1998) terms “interpretive listening”.”
BackgroundCharacterizing the formative assessment enactment of experienced science teachers
Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020) · Science Education · doi:10.1002/sce.21559 · Cited by 61
Metadata
- Authors
- Davis, B.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1997-05
- Volume
- 28
- Issue
- 3
- Pages
- 355
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2021673296
- Cited by
- 261
- References
- 27
- FWCI
- 12.16
- Type
- journal article
- Language
- en
- Open access
- closed
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