A study on how novice mathematics teachers respond to high-potential instances of student mathematical thinking

Abstract

This study explores how novice mathematics teachers (NMTs) respond to Mathematically Significant Pedagogical Opportunities to Build on Student Thinking (MOSTs)—critical classroom moments with high potential to enhance mathematical understanding—in middle school classrooms. Addressing the challenges faced by early-career teachers and understanding their instructional decisions and interactions with student mathematical thinking are crucial. Data were collected from five NMTs with less than five years of teaching experience through classroom observations and video recordings. The data were analyzed using the Teacher Response Coding Scheme (TRC), a framework that categorizes teacher responses according to three facets: who engages with the student thinking (actor), what instructional action is taken (move), and how the response connects to the student’s mathematical idea (recognition). The findings reveal that teachers predominantly positioned themselves as the main actors during interactions with student mathematical thinking, limiting student involvement and frequently relying on brief explanations such as literal, validating, or correct moves. However, the findings also indicate that more than half of the teacher responses incorporated student actions and ideas explicitly, showing an effort to honor and engage with student thinking.