“I See Her Able to Stay on Track”
How School Structures Shape Elementary Teachers’ Reported Characterizations and Supports for Students in Mathematics
Bibliographic Data
| ID | 21459827 |
|---|---|
| Authors | Megan L Franke (0000-0003-3956-0737, UCLA Health, corresponding author), Megan Franke (UCLA, Los Angeles, CA, USA), Juliet Lee (0000-0003-0013-8184, Westfield State University, Westfield, MA, USA), Christine Roberts (0009-0000-4461-7801, UCLA, Los Angeles, CA, USA) |
| Year | 2024 |
| Volume | 126 |
| Issue | 1 |
| Pages | 89-114 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681241250170 |
| OpenAlex | W4395667104 |
| Language | EN |
| References cited | 40 |
Background or Context: Teachers knowing their students is consequential for students’ participation and learning. Evidence in mathematics education points to the ways that knowing the details of students’ mathematical thinking supports teacher and student learning. What it means to know students and what teachers learn about their students are situated in the everyday practices of schooling. Purpose, Objective, Research Question, or Focus of Study: This study investigates how teachers characterized their students mathematically and how they considered meeting students’ needs in math class. Research Design: This qualitative study focused on interviews conducted over four years with 61 teachers of kindergarten through second grade across two school districts. Conclusions or Recommendations: This study found that rather than describing what they knew about the details of their students’ mathematical thinking or detailing specific tasks, tools, or teacher moves that supported their students, many teachers characterized students in ways that were in line with practices that organize districts, schools, and classrooms. Our data raise questions about the ways in which the structures and common practices of schools are shaping teachers’ descriptions of their students in mathematics, and the corresponding classroom practices then engaged
Mathematics education · Pedagogy · Qualitative research · Situated · Sociology · Computer Science · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Keeping track
Cognitively Guided Instruction
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice
Chapter 6
Early Childhood Mathematics Intervention
Identity, Goals, and Learning
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students
Detracking
Responsiveness and intellectual work
The culture of poverty, again
Mathematical Problem Solving Among Latina/o Kindergartners
Social Class and School Knowledge
Psychometricians’ Beliefs About Learning
Capturing Teachers’ Generative Change
Smartness as a Cultural Practice in Schools
Instructional Tasks, Classroom Discourse, and Students’ Learning in Second-Grade Arithmetic
Cognition in Practice
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Teachers' Expectations and Sense of Responsibility for Student Learning
Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity
| Highly cited | No |
|---|