Math teachers’ sensemaking and enactment of the Discourse of “perseverance”

Patricia Buenrostro; Nadav Ehrenfeld

Math teachers’ sensemaking and enactment of the Discourse of “perseverance”

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Students’ opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there’s little research on how teachers (1) draw on and make sense of the discourses of perseverance, (2) enact it in classroom, and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where he
facilitates students’ engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of (a) persistence (b) sensemaking and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively.

Original language	English
Title of host publication	Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Subtitle of host publication	against a new horizon
Editors	Samuel Otten, Amber G Candela, Zandra de Araujo, Cara Haines, Charles Munter
Pages	451-459
Number of pages	9
State	Published - 2019
Externally published	Yes
Event	41st Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Against a new horizon - St Louis, United States Duration: 14 Nov 2019 → 17 Nov 2019 Conference number: 41

Conference

Conference	41st Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Abbreviated title	41st Annual Meeting of PME-NA
Country/Territory	United States
City	St Louis
Period	14/11/19 → 17/11/19

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https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf

Cite this

Buenrostro, P., & Ehrenfeld, N. (2019). Math teachers’ sensemaking and enactment of the Discourse of “perseverance”. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: against a new horizon (pp. 451-459) https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf

Buenrostro, Patricia ; Ehrenfeld, Nadav. / Math teachers’ sensemaking and enactment of the Discourse of “perseverance”. Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: against a new horizon. editor / Samuel Otten ; Amber G Candela ; Zandra de Araujo ; Cara Haines ; Charles Munter. 2019. pp. 451-459

@inproceedings{2b191dc7781f44c0b90c9ac6340bb61a,

title = "Math teachers{\textquoteright} sensemaking and enactment of the Discourse of “perseverance”",

abstract = "Students{\textquoteright} opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there{\textquoteright}s little research on how teachers (1) draw on and make sense of the discourses of perseverance, (2) enact it in classroom, and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where hefacilitates students{\textquoteright} engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of (a) persistence (b) sensemaking and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively.",

author = "Patricia Buenrostro and Nadav Ehrenfeld",

note = "Both authors contributed equally to the paper. We are thankful to the participating teachers and to Darryl Yong and the research team for their feedback on different stages of work: Ilana Horn, Grace Chen, Brette Garner, Lara Jasien, Samantha Marshall, Katherine Schneeberger McGugan. This material is based upon work supported by the National Science Foundation under Grant \# 1620920. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.; 41st Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education ; Conference date: 14-11-2019 Through 17-11-2019",

year = "2019",

language = "الإنجليزيّة",

isbn = "978-0-578-57791-3",

pages = "451--459",

editor = "Samuel Otten and Candela, \{Amber G\} and \{de Araujo\}, Zandra and Cara Haines and Charles Munter",

booktitle = "Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education",

}

Buenrostro, P & Ehrenfeld, N 2019, Math teachers’ sensemaking and enactment of the Discourse of “perseverance”. in S Otten, AG Candela, Z de Araujo, C Haines & C Munter (eds), Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: against a new horizon. pp. 451-459, 41st Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St Louis, Missouri, United States, 14/11/19. <https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf>

Math teachers’ sensemaking and enactment of the Discourse of “perseverance”. / Buenrostro, Patricia; Ehrenfeld, Nadav.
Proceedings of the Forthy-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: against a new horizon. ed. / Samuel Otten; Amber G Candela; Zandra de Araujo; Cara Haines; Charles Munter. 2019. p. 451-459.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Ehrenfeld, Nadav

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AB - Students’ opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there’s little research on how teachers (1) draw on and make sense of the discourses of perseverance, (2) enact it in classroom, and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where hefacilitates students’ engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of (a) persistence (b) sensemaking and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively.

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A2 - Otten, Samuel

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Y2 - 14 November 2019 through 17 November 2019

ER -

Math teachers’ sensemaking and enactment of the Discourse of “perseverance”

Abstract

Conference

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