"Positioning Students as Thinkers and Doers of Mathematics"
by Danielle Moloney Gallagher, Temple A. Walkowiak, and Jonee Wilson'
The article "Positioning Students as Thinkers and Doers of Mathematics" by Danielle Moloney Gallagher, Temple A. Walkowiak, and Jonee Wilson emphasizes the importance of shifting how students are perceived and engaged in mathematics classrooms. It advocates for positioning students as active participants—thinkers and doers of mathematics—rather than passive recipients of information.
The authors argue that traditional mathematics instruction often positions students as followers of procedures, which can limit their engagement and understanding. Instead, they propose creating an environment where students are encouraged to explore, reason, and make sense of mathematical ideas. This involves fostering a classroom culture that prioritizes student agency, allowing learners to ask questions, take risks, and engage in meaningful discourse around mathematics.
Key strategies for achieving this include using open-ended tasks, encouraging collaborative problem-solving, and offering opportunities for students to explain their reasoning. The article also highlights the role of teachers in shaping these experiences, emphasizing that educators must be intentional in how they facilitate discussions, guide explorations, and respond to students' ideas.
Moreover, the authors stress the importance of equity in positioning all students as capable mathematicians. This involves challenging practices like ability grouping or tracking, which can reinforce negative stereotypes and limit opportunities for students who may already be marginalized. Instead, teachers should adopt inclusive practices that give every student the chance to contribute to mathematical conversations and problem-solving.
By positioning students as active participants in mathematics, the authors believe that educators can help foster a deeper understanding and appreciation for the subject, while also supporting students' development as confident and competent learners. This shift can have a profound impact on how students view themselves in relation to mathematics, ultimately improving both their academic outcomes and their attitudes toward the subject.
Get More from Your Teacher Responses in Math Class
by Michael Keany
Oct 1
"Positioning Students as Thinkers and Doers of Mathematics"
by Danielle Moloney Gallagher, Temple A. Walkowiak, and Jonee Wilson'
The article "Positioning Students as Thinkers and Doers of Mathematics" by Danielle Moloney Gallagher, Temple A. Walkowiak, and Jonee Wilson emphasizes the importance of shifting how students are perceived and engaged in mathematics classrooms. It advocates for positioning students as active participants—thinkers and doers of mathematics—rather than passive recipients of information.
The authors argue that traditional mathematics instruction often positions students as followers of procedures, which can limit their engagement and understanding. Instead, they propose creating an environment where students are encouraged to explore, reason, and make sense of mathematical ideas. This involves fostering a classroom culture that prioritizes student agency, allowing learners to ask questions, take risks, and engage in meaningful discourse around mathematics.
Key strategies for achieving this include using open-ended tasks, encouraging collaborative problem-solving, and offering opportunities for students to explain their reasoning. The article also highlights the role of teachers in shaping these experiences, emphasizing that educators must be intentional in how they facilitate discussions, guide explorations, and respond to students' ideas.
Moreover, the authors stress the importance of equity in positioning all students as capable mathematicians. This involves challenging practices like ability grouping or tracking, which can reinforce negative stereotypes and limit opportunities for students who may already be marginalized. Instead, teachers should adopt inclusive practices that give every student the chance to contribute to mathematical conversations and problem-solving.
By positioning students as active participants in mathematics, the authors believe that educators can help foster a deeper understanding and appreciation for the subject, while also supporting students' development as confident and competent learners. This shift can have a profound impact on how students view themselves in relation to mathematics, ultimately improving both their academic outcomes and their attitudes toward the subject.
“Positioning Students as Thinkers and Doers of Mathematics” by Danielle Moloney Gallagher, Temple Walkowiak, and Jonee Wilson in Mathematics Teacher: Learning & Teaching PK-12, September 2024 (Vol. 117, #9, pp. 630-644)
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OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com