Title

Teaching for Mathematical Dispositions as Well as for Understanding: The Difference Between Reacting to and Advocating For Dispositional Learning

Document Type

Article

Publication Date

Spring 2009

Publication Source

Journal of Educational Thought

Volume

43

Issue

1

Inclusive pages

65-78

Peer Reviewed

yes

Abstract

Mathematics teachers know the value of teaching for understanding and to listen for students' sense-making. However, the importance of teaching for a mathematical disposition needs to be recognized as equally valuable and we need to explore more aspects of developing it. In previous studies, the work with dispositions has focused on using rich problems to enable positive dispositions. This study, however, emphasizes the importance of teachers thinking about students as dispositional learners. More specifically, two vignettes are presented in which the teacher's role and perceptions played an equally important role in noticing and developing the students' mathematical dispositions.

Keywords

Disposition, Philosophy, Mathematics, Teaching

Disciplines

Education

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