This study focused on the evaluative listening practices of four teachers who participated in an algebra professional development involving lesson study. This instrumental case study operationalizes the enactment of teacher listening followed by teacher questions and responses to define listening-to-question. Also, questioning-to-listen is operationalized as the enactment of purposefully posing questions to posture oneself to listen to students' mathematical thinking. Because of the tacit aspect of teacher listening and the visibility of teacher questioning, interrelating listening and questioning affords teachers an accessible point of entry into developing listening practices. In response to participants wondering as to when evaluative listening is appropriate in the mathematics classroom, this study discusses six instances of teaching excerpts along a continuum of listening orientations from directive to observational to responsive. The results indicate positive aspects of evaluative listening towards an observational and responsive listening stance. Results of the study also confirm a reliance on low-order gathering information questions as the predominant type of teacher question posed in mathematics teaching. This study reveals the necessity of contextualizing teacher questions to inform appropriate uses of evaluative listening. Future professional development should consider emphasizing positive aspects of evaluative listening in mathematics teaching.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248430 |
| Date | 08 1900 |
| Creators | Kuehnert, Eloise Aniag |
| Contributors | Eddy, Colleen M., Pratt, Sarah S., Young, Jamaal, Feille, Kelly K. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 229 pages, Text |
| Rights | Public, Kuehnert, Eloise Aniag, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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