RT Journal Article
T1 Exploring prospective teachers' stances in making sense of students' mathematical ideas
A1 Scheiner, Thorsten
A1 Montes Navarro, Miguel Ángel
AB In this paper, we explore the critical practice of making sense of students’ mathematicalideas. We extend previous research by studying stances prospective teachers adopt, theextent or depth to which they do so, and the types of prospective teachers making senseof students’ mathematical ideas. Analyzing the responses of 123 prospective teachers tostudents’ different ideas on an ambiguous mathematical task, our study identifies variousstances—descriptive, evaluative, comparative, interpretive, inquiry-based, connective, andprojective—and explores the complexity of attributing value, meaning, and significance tostudent ideas. Our findings offer insights into various types of making sense of students’ideas and suggest that different kinds of attributions are at play for the purposes ofobservation, assessment, understanding and projection/prediction.
PB Springer
SN 1386-4416
SN 1573-1820 (electrónico)
YR 2024
FD 2024-05
LK https://hdl.handle.net/10272/23831
UL https://hdl.handle.net/10272/23831
LA eng
NO Scheiner, T., & Montes, M. A. (2024). Exploring prospective teachers’ stances in making sense of students’ mathematical ideas. In Journal of Mathematics Teacher Education. Springer Science and Business Media LLC. https://doi.org/10.1007/s10857-024-09639-1
NO Open Access funding enabled and organized by CAUL and its Member Institutions. This workwas funded by Project PID2021-122180OB-I00, financed by the Government of Spain, and ProjectProyExcel_00297, supported by the Andalusian Government. We are also grateful for the support from theCOIDESO research centre at the University of Huelva and DESYM (HUM-168). Additionally, this researchbenefited from the contributions of the MTSK network, sponsored by AUIP.
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026