{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/16771"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/16771","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Thinking and creativity in learning mathematics teaching","abstract":"Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher’s ability to respond to classroom mathematical interactions depends on her understanding of the subject matter within pedagogical situations. As a consequence, teacher education programs try to cultivate the novice teacher’s ability to respond to classroom mathematical interactions by developing the integration of mathematical and pedagogical thinking. This study re-evaluates that commitment, giving attention to current cognitive models of teachers’ integration of knowledge and to practice-based approaches to teacher learning. Unlike previous studies on teachers’ professional knowledge, this research provides a micro-perspective on teachers’ responses to student utterances. Using extended dialogues from the classrooms of two experienced and respected teachers, the study searched for a relationship between the teachers’ mathematical and pedagogical thoughts. Analysis drew attention to a complex dynamic: one of association of mathematical and pedagogical thoughts through the teacher’s perceptual and situational understanding of the dialogue. Clearly, classroom mathematical interactions were found to include metaphoric paraphrasing of what students said, but little integration. This finding highlights the need to understand better teachers’ comprehension of mathematical classroom dialogue from an interactional perspective. At the practical level, the study suggests a greater place in professional development for perceptual mediation of teachers’ understanding of classroom interactions.","abstract_html":"Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher’s ability to respond to classroom mathematical interactions depends on her understanding of the subject matter within pedagogical situations. As a consequence, teacher education programs try to cultivate the novice teacher’s ability to respond to classroom mathematical interactions by developing the integration of mathematical and pedagogical thinking. This study re-evaluates that commitment, giving attention to current cognitive models of teachers’ integration of knowledge and to practice-based approaches to teacher learning. Unlike previous studies on teachers’ professional knowledge, this research provides a micro-perspective on teachers’ responses to student utterances. Using extended dialogues from the classrooms of two experienced and respected teachers, the study searched for a relationship between the teachers’ mathematical and pedagogical thoughts. Analysis drew attention to a complex dynamic: one of association of mathematical and pedagogical thoughts through the teacher’s perceptual and situational understanding of the dialogue. Clearly, classroom mathematical interactions were found to include metaphoric paraphrasing of what students said, but little integration. This finding highlights the need to understand better teachers’ comprehension of mathematical classroom dialogue from an interactional perspective. At the practical level, the study suggests a greater place in professional development for perceptual mediation of teachers’ understanding of classroom interactions.","abstract_has_math":false,"creators":["Rosu, Luisa Maria"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Secondary and Continuing Education","degree_department":null,"school":null,"contributors":["Stake, Robert E.","Bruce, Bertram C.","Witz, Klaus","Higgins, Christopher R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-20T17:57:20Z","date_published":"2010-08-20T17:57:20Z","updated_at":"2026-07-22T22:25:09Z","subjects":["mathematics education","teacher education","classroom interactions","pedagogical content knowledge","mathematical knowledge for teaching","teacher learning","teacher creativity","knowledge integration","perceptual knowledge"],"languages":["en"],"rights":["Copyright 2010 Luisa Maria Rosu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/16771","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stake, Robert E.","Bruce, Bertram C.","Witz, Klaus","Higgins, Christopher R."]},{"key":"dc:creator","label":"Author","values":["Rosu, Luisa Maria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-08-20T17:57:20Z","2010-08"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary and Continuing Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education","teacher education","classroom interactions","pedagogical content knowledge","mathematical knowledge for teaching","teacher learning","teacher creativity","knowledge integration","perceptual knowledge"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2010 Luisa Maria Rosu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/16771"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher’s ability to respond to classroom mathematical interactions depends on her understanding of the subject matter within pedagogical situations. As a consequence, teacher education programs try to cultivate the novice teacher’s ability to respond to classroom mathematical interactions by developing the integration of mathematical and pedagogical thinking. This study re-evaluates that commitment, giving attention to current cognitive models of teachers’ integration of knowledge and to practice-based approaches to teacher learning. Unlike previous studies on teachers’ professional knowledge, this research provides a micro-perspective on teachers’ responses to student utterances. Using extended dialogues from the classrooms of two experienced and respected teachers, the study searched for a relationship between the teachers’ mathematical and pedagogical thoughts. Analysis drew attention to a complex dynamic: one of association of mathematical and pedagogical thoughts through the teacher’s perceptual and situational understanding of the dialogue. Clearly, classroom mathematical interactions were found to include metaphoric paraphrasing of what students said, but little integration. This finding highlights the need to understand better teachers’ comprehension of mathematical classroom dialogue from an interactional perspective. At the practical level, the study suggests a greater place in professional development for perceptual mediation of teachers’ understanding of classroom interactions.","Item withdrawn by Alexis Thompson (athmpsn1@illinois.edu) on 2010-07-14T21:13:46Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Rosu_Luisa.pdf: 673131 bytes, checksum: 207522f04e324ff68539267a23c3f565 (MD5)","Made available in DSpace on 2010-08-20T17:57:20Z (GMT). No. of bitstreams: 3 Rosu_Luisa.pdf: 673131 bytes, checksum: 207522f04e324ff68539267a23c3f565 (MD5) 1_Rosu_Luisa.pdf: 675701 bytes, checksum: 46ba4b193d140292387732652910295c (MD5) license.txt: 4056 bytes, checksum: 87b0319071a5d9c94fc47ab43880c659 (MD5)"]},{"key":"dc:title","label":"Title","values":["Thinking and creativity in learning mathematics teaching"]}]}],"canonical_facts":{"dc:contributor":["Stake, Robert E.","Bruce, Bertram C.","Witz, Klaus","Higgins, Christopher R."],"dc:creator":["Rosu, Luisa Maria"],"dc:date":["2010-08-20T17:57:20Z","2010-08"],"dc:description":["Preparation to teach school mathematics should include developing an understanding of classroom mathematical interactions. The research literature and professional expertise agree that a teacher’s ability to respond to classroom mathematical interactions depends on her understanding of the subject matter within pedagogical situations. As a consequence, teacher education programs try to cultivate the novice teacher’s ability to respond to classroom mathematical interactions by developing the integration of mathematical and pedagogical thinking. This study re-evaluates that commitment, giving attention to current cognitive models of teachers’ integration of knowledge and to practice-based approaches to teacher learning. Unlike previous studies on teachers’ professional knowledge, this research provides a micro-perspective on teachers’ responses to student utterances. Using extended dialogues from the classrooms of two experienced and respected teachers, the study searched for a relationship between the teachers’ mathematical and pedagogical thoughts. Analysis drew attention to a complex dynamic: one of association of mathematical and pedagogical thoughts through the teacher’s perceptual and situational understanding of the dialogue. Clearly, classroom mathematical interactions were found to include metaphoric paraphrasing of what students said, but little integration. This finding highlights the need to understand better teachers’ comprehension of mathematical classroom dialogue from an interactional perspective. At the practical level, the study suggests a greater place in professional development for perceptual mediation of teachers’ understanding of classroom interactions.","Item withdrawn by Alexis Thompson (athmpsn1@illinois.edu) on 2010-07-14T21:13:46Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Rosu_Luisa.pdf: 673131 bytes, checksum: 207522f04e324ff68539267a23c3f565 (MD5)","Made available in DSpace on 2010-08-20T17:57:20Z (GMT). No. of bitstreams: 3 Rosu_Luisa.pdf: 673131 bytes, checksum: 207522f04e324ff68539267a23c3f565 (MD5) 1_Rosu_Luisa.pdf: 675701 bytes, checksum: 46ba4b193d140292387732652910295c (MD5) license.txt: 4056 bytes, checksum: 87b0319071a5d9c94fc47ab43880c659 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/16771"],"dc:language":["en"],"dc:rights":["Copyright 2010 Luisa Maria Rosu"],"dc:subject":["mathematics education","teacher education","classroom interactions","pedagogical content knowledge","mathematical knowledge for teaching","teacher learning","teacher creativity","knowledge integration","perceptual knowledge"],"dc:title":["Thinking and creativity in learning mathematics teaching"],"thesis:degree_discipline":["Secondary and Continuing Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:09Z"}