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Student engagement with the teacher  Print


Student engagement with the teacher

Teacher Professional Learning Instructional Decisions Student Learning Fractions(Content)

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Students developed and refined their understanding of fractions through dialogue with their teacher, particularly when the teacher probed to understand student thinking rather than focusing on the correctness of student responses. Teachers in the collaborative action research fractions project were learners with their colleagues and their students. This learning stance made students more acutely aware that their ideas were valued, and used to direct future learning opportunities. The fact that their teachers were engaged in research informed by their responses got students excited about sharing their learning, knowing that their ideas were being discussed with the research team.