Hearing Students: The Complexity of Understanding What they are Saying,Showing, and Doing |
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| Authors: | Email author" target="_blank">Tali?WallachEmail author Ruhama?Even |
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| Institution: | (1) Israel and Achva College of Education, Weizmann Institute of Science, M.P. Shikmim, 79800, Israel;(2) Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel |
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| Abstract: | Teachers are expected today to assess student understanding as an integral part of instruction, using a combination of various
assessment methods and tools, among which are observing students solve problems in class and listening to their mathematical
discussions. The aim of our study is to explore what it might mean for a teacher to hear students and to interpret their talk
and actions. Analysis of an interview with Ruth – an experienced elementary school teacher – after she observed two of her
students solve a mathematics problem, suggests four types of her interpretation: describing, explaining, assessing and justifying.
This analysis illustrates the complexity of the way Ruth hears her students, as is indicated even in the relatively simple
case of describing. Using various sources of data we also analyze different characteristics of Ruth’s hearing for the describing
and explaining types of interpretation and examine possible resources for her over-hearing, compatible-hearing, under-hearing,
non-hearing and biased-hearing. |
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| Keywords: | assessing students’ talk and actions teacher hearing students teacher interpretations teacher understanding students |
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