Kersti Tyson

Northern New Mexico College, Teacher Education, Department Member

University of New Mexico, Communication & Journalism, Alumna

University of Washington, College of Education, Learning Sciences, Alumna

University of New Mexico, College of Education - Teacher Education, Faculty Member

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Learning scientist, mathematics educator, teacher educator working at the LANL Foundation in Northern New Mexico, USA to create conditions that ensure children and their adults thrive in our schools and communities.
Supervisors: Morva McDonald, Reed Stevens, Donna Kerr, and John Bransford

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Judith L Green

University of California, Santa Barbara

Yuksel Goktas

Ataturk University

E. Wayne Ross

University of British Columbia

David Pierre Leibovitz

Carleton University

David Seamon

Kansas State University

Simon McIntyre

The University of New South Wales

Armando Marques-Guedes

UNL - New University of Lisbon

Prof. Dr. Raffaele Pisano, HDR (Habil.)

Université des Sciences et Technologies de Lille (Lille-1)

Sheila Macrine, Ph.D.

University of Massachusetts, Dartmouth

Patrick Blessinger

St. John's University

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Papers by Kersti Tyson

Pedagogical listening: understanding how teachers listen to student struggle during mathematical sense-making discussions

An Integral Part of Facilitating Mathematical Discussions: Follow-up Questioning

International Journal of Science and Mathematics Education, Mar 22, 2019

This study explores the relationship between students' perceptions and teachers' discourse practi... more This study explores the relationship between students' perceptions and teachers' discourse practices in mathematics classrooms. It reframes the sequence of Initiate-Response-Follow-up (IRF) with a renewed discourse structure that focuses on teachers' follow-up actions including listening, thoughtful questioning, and effective talk moves. Specifically, the study analyzes how these follow-up actions were related to positive student perceptions about their teachers' discourse practices around sustaining productive discussions in mathematics classrooms. Participants were secondary mathematics teachers (n = 57) and their students (n = 875) in U.S. schools. The study first considered the students' perceptions of their teachers' discourse practices, identifying which teachers were perceived by students to implement mathematics discussions. Next, the study identified and examined patterns of teacher practices in discussions-the teachers' talk moves, duration, and frequency in asking follow-up questions. Findings indicate that the teachers identified by students as promoting mathematics discussion tended to ask follow-up questions that increased and sustained students' participation in mathematics discussions. What this finding implies is that in asking follow-up questions, the teacher listened and responded to students' ideas, and students felt heard. The study asserts that there is much potential for enhancing mathematics instruction by learning more about how teachers listen to and build on students' responses. Keywords Mathematical discourse. Listening. Follow-up actions. Talk moves A dominant view of teaching and learning mathematics is that students' learning of mathematics can be mediated through various communicative acts between teacher and student(s). Mathematical discourse involves both verbal and nonverbal communications for co-constructing mathematical understanding. It includes, "not only ways of talking, acting, interacting, thinking, believing, reading, writing but also mathematical values, beliefs, and points of view" (Moschkovich, 2003, p. 326). These discourses are

Kersti Tyson

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