Decision Making in the Mathematics Classroom, Hypothetical Learning Trajectory, In-service Teachers Pre-service Teachers, Professional Development, Writing Mathematical Dialogues
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In-service teachers are often surprised to find themselves at a loss for words in the mathematics classroom. This feeling is not limited to the first day of class or to beginning teachers. Even experienced teachers describe unexpected classroom situations in which they cannot find the proper words to respond or to explain or mediate ideas. The teaching routine is fraught with on time decisions teachers must make. The current research attempts to train and prepare teachers to use written fictional dialogues in managing spoken mathematical classroom discourse as part of their decision-making process in unexpected classroom situations. The research shares Schoenfeld's assumption regarding teachers' decision - making. "People’s in-the-moment decision making is a function of their knowledge and resources, goals, and beliefs and orientations. Their decisions and actions can be 'captured' (explained and modeled) in detail using only these constructs"