PRINCIPLES OF PRODUCTIVITY REVEALED FROM SECONDARY MATHEMATICS TEACHERS’ DISCUSSIONS AROUND THE PRODUCTIVENESS OF TEACHER MOVES IN RESPONSE TO TEACHABLE MOMENTS

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N10,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR

YOU CAN CALL: 08068231953, 08137701720

WHATSAPP US ON: 08137701720

PRINCIPLES OF PRODUCTIVITY REVEALED FROM SECONDARY MATHEMATICS TEACHERS’ DISCUSSIONS AROUND THE PRODUCTIVENESS OF TEACHER MOVES IN RESPONSE TO TEACHABLE MOMENTS

Abstract

How do teachers talk about the productiveness of teacher’s in-the-moment responses to student mathematical thinking? This is a question current research does not fully answer as most research on teacher moves is focused on what teacher moves researchers have noticed teachers do rather than on what teachers think about these teacher moves. To fill the gap in the research and to answer the question, a group of 13 teachers were given ten classroom situations to compare and contrast for productivity. I analyzed (a) the content of the teachers’ discussions by drawing on Teacher Response Coding (TRC) language, and (b) the extent to which the teachers’ discussions align with theorized productive responses to student mathematical thinking, or building. From the teachers’ group conversations, I articulated principles of productivity— articulations of the main ideas and conclusions of the teachers’ conversations with regards to productivity. Focusing on the principles of productivity, I highlighted what teacher moves the teachers said were productive or not productive with respect to teacher’s in-the-moment responses to student mathematical thinking. In analyzing the list of unique principles of productivity, I noticed three main themes that the principles were focused around: student mathematics, teacher moves, and mathematics, which reflected some of the ideas in research for productive teacher moves. Additionally, I analyzed the principles for alignment with the practice of building, which led to the conclusion that the ideas of orchestrating discussion and making explicit are the most salient of the sub-practices of building to the teachers. These results based on teachers’ discussions around the productivity of teacher moves can help inform teacher education and professional development.

HOW TO RECEIVE PROJECT MATERICAL(S)

After paying the appropriate amount (#10,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address

(3) Payment Name

(4) Teller Number

We will send your material(s) after we receive bank alert

BANK ACCOUNTS

Account Name: AMUTAH DANIEL CHUKWUDI

Account Number: 0046579864

Bank: GTBank.