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|Title:||The Dynamic Nature of Teachers' Framing of the Problem of Student Mathematical Difficulty|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Dyer, E. (2020). The Dynamic Nature of Teachers' Framing of the Problem of Student Mathematical Difficulty. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2117-2124). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Teachers’ deficit perspectives often inhibit effective teaching with students from non-dominant backgrounds. However, research often assumes teachers’ perspectives are relatively consistent and stable. This paper begins to challenge this assumption for pre-service teachers by documenting a paradigmatic case of one pre-service secondary math teacher’s sensemaking around the problem of student mathematical difficulty during field experiences. By examining how this teacher expressed causal reasoning about this problem during an interview, shifts in the teacher’s framing of this problem between productive and unproductive frames with respect to equity are apparent. These findings suggest that teacher education could support teachers to cue productive frames rather than replace unproductive frames.|
|Appears in Collections:||ICLS 2020|
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