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DTSTART:20201101T020000
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DTSTART:20210314T020000
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UID:calendar.24656.field_event_date_2.0@math.wustl.edu
CREATED:20210217T164035Z
DESCRIPTION:Abstract: Teachers’ mathematical meanings impact their instruct
ional practices and constitute their images of the mathematics they teach
and intend students to learn (Thompson, 2013). While numerous studies hav
e focused on K-12 teachers’ mathematical knowledge for teaching (MKT) and
mathematical meanings for teaching (MMT) (Thompson, 2013), few studies h
ave examined university-level instructors’ mathematical meanings (e.g., M
usgrave & Carlson, 2016). In this report, we explain what we mean by mat
hematical meanings for teaching and productive student-teacher interaction
s and use video data to characterize the relationship between teachers’ MM
T and decentering actions when teaching. Our results illustrate how a teac
her’s MMT can influence the teacher’s ability to make sense of and use stu
dent thinking during an interaction in which the teacher is attempting to
decenter. Conversely, we illustrate how decentering actions can lead to a
dvances in a teacher’s MMT. \n\nHost: Adeli Hutton
DTSTART;TZID=America/Chicago:20210305T120000
DTEND;TZID=America/Chicago:20210305T130000
LAST-MODIFIED:20210217T164035Z
SUMMARY:Undergraduate Seminar: 'The Role of Mathematical Meanings for Teach
ing and Decentering Actions in Productive Student-Teacher Interactions'
URL;TYPE=URI:https://math.wustl.edu/events/undergraduate-seminar-role-mathe
matical-meanings-teaching-and-decentering-actions-productive
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