Denise Lindstrom
Biographic Data
| ID | 9975283 |
|---|---|
| NAME | Denise Lindstrom |
| GIVEN NAMES | Denise |
| FAMILY NAME | Lindstrom |
| SIGNATURE | LINDSTROM D |
| AFFILIATIONS | West Virginia University |
| ORCID | 0000-0003-3548-8846 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiven…
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
This study examines instructional reasoning in an approximation of practice that simulates a teacher sitting down after class to examine students’ written work. The participants were prompted to attend to, interpret, and decide how to respond to student thinking contained in a piece of written work. Our purpose was to capture the additional cognitive work that teachers engage in. Using qualitative content analysis, we identified the most frequent…
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A Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiven…
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
This study examines instructional reasoning in an approximation of practice that simulates a teacher sitting down after class to examine students’ written work. The participants were prompted to attend to, interpret, and decide how to respond to student thinking contained in a piece of written work. Our purpose was to capture the additional cognitive work that teachers engage in. Using qualitative content analysis, we identified the most frequent…
Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Cognition (1 work) · Computer Science (1 work) · Education and Technology Integration (1 work) · Educator Training and Historical Pedagogy (1 work) · Engineering (1 work)