Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.
Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects of the mathematics classroom environment.