Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments

Kara Jackson; Hannah Nieman; Daniela K. DiGiacomo; Fabio Campos; Nicholas Kochmanski

Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments

Kara Jackson, Hannah Nieman, Daniela K. DiGiacomo, Fabio Campos, Nicholas Kochmanski

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

This paper reports on a study of nine middle-grades mathematics teachers' interpretations of a novel representation of practice that featured students' perceptions of the classroom learning environment for a given lesson. Based on a sequential qualitative analysis of interview data, we found that teachers' interpretations of students' perceptions (1) tended to open opportunities for future inquiry about instructional decisions and (2) provided insight into teachers' current pedagogical commitments, specifically their current instructional visions and views of the students' capabilities. Implications for professional learning are discussed.

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Pages	1277-1280
Number of pages	4
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/6/22 → 6/10/22

Bibliographical note

Publisher Copyright:
© ISLS.

Funding

The work described was supported by the Spencer Foundation’s Research-Practice Partnership Program and the National Science Foundation (Nos. DRL-1620851, DRL - 1911492, DRL-1620863). The opinions expressed do not necessarily reflect the views of either foundation. We are grateful to our many collaborators: https://www.pmr2.org/team.

Funders	Funder number
National Science Foundation (NSF)	DRL - 1911492, DRL-1620863, DRL-1620851
Spencer Foundation

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Jackson, K., Nieman, H., DiGiacomo, D. K., Campos, F., & Kochmanski, N. (2022). Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1277-1280). (Proceedings of International Conference of the Learning Sciences, ICLS).

Jackson, Kara ; Nieman, Hannah ; DiGiacomo, Daniela K. et al. / Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment : Opportunities for Inquiry and Insight into Pedagogical Commitments. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. 2022. pp. 1277-1280 (Proceedings of International Conference of the Learning Sciences, ICLS).

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abstract = "This paper reports on a study of nine middle-grades mathematics teachers' interpretations of a novel representation of practice that featured students' perceptions of the classroom learning environment for a given lesson. Based on a sequential qualitative analysis of interview data, we found that teachers' interpretations of students' perceptions (1) tended to open opportunities for future inquiry about instructional decisions and (2) provided insight into teachers' current pedagogical commitments, specifically their current instructional visions and views of the students' capabilities. Implications for professional learning are discussed.",

author = "Kara Jackson and Hannah Nieman and DiGiacomo, {Daniela K.} and Fabio Campos and Nicholas Kochmanski",

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language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

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Jackson, K, Nieman, H, DiGiacomo, DK, Campos, F & Kochmanski, N 2022, Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, pp. 1277-1280, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/6/22.

Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments. / Jackson, Kara; Nieman, Hannah; DiGiacomo, Daniela K. et al.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. 2022. p. 1277-1280 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Jackson K, Nieman H, DiGiacomo DK, Campos F, Kochmanski N. Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. 2022. p. 1277-1280. (Proceedings of International Conference of the Learning Sciences, ICLS).

Mathematics Teachers' Interpretations of Students' Perceptions of the Classroom Learning Environment: Opportunities for Inquiry and Insight into Pedagogical Commitments

Abstract

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Bibliographical note

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ASJC Scopus subject areas

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