Date of Award
Morgridge College of Education, Teaching and Learning Sciences
Paul Michalec, Ph.D.
P. Bruce Uhrmacher, Ph.D.
Biaze Houston, Ph.D.
Classroom discourse, Formative assessment, Instructional coaching, Problem-based teaching, Sociomathematical norms
This research project examined how a teacher and an instructional coach can use formative assessment data on student thinking to improve the teaching and learning in a mathematics classroom. Two research questions guided the project and from them three instructional strategies emerged. The first strategy was the use of formative assessment data collected on student thinking from a previous lesson to plan for the learning in future lessons. The second strategy was the use of formative assessment data collected on student thinking during a lesson to make decisions about how to proceed with the lesson. The third strategy was the creation of a student-centered learning environment based on the Sociomathematical Norms where student thinking is made available to the teacher. The research suggest that mathematics teachers who elicit student thinking through formative assessment and then use that thinking to plan and implement math lessons create a stronger leaning environment.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright is held by the author. User is responsible for all copyright compliance.
Jensen, Ken, "Using Student and Teacher Thinking to Improve Teaching and Learning" (2018). Teaching and Learning Sciences: Doctoral Research Projects. 9.