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 proceedingConference contributionpeer-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 languageEnglish
Title of host publicationInternational Collaboration toward Educational Innovation for All
Subtitle of host publicationOverarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
EditorsClark Chinn, Edna Tan, Carol Chan, Yael Kali
Pages1277-1280
Number of pages4
ISBN (Electronic)9781737330653
StatePublished - 2022
Event16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan
Duration: Jun 6 2022Jun 10 2022

Publication series

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

Conference

Conference16th International Conference of the Learning Sciences, ICLS 2022
Country/TerritoryJapan
CityVirtual, Online
Period6/6/226/10/22

Bibliographical note

Funding Information:
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.

Publisher Copyright:
© ISLS.

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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