英语翻译Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’ thinking (Franke,Kazemi,& Battey,2007;Jacobs,Franke,Carpenter,Levi,& Battey,2007; Sfard & Kieran,2001; Silver & Stein,1996).During the past 20 years,researchers investigating cognitively guided instruction have worked

英语翻译
Across the curriculum teachers are being asked to delve into and make use of students’ thinking.Mathematics is no exception.Mathematics education researchers have gathered consistent evidence of the benefits of attending to students’ thinking (Franke,Kazemi,& Battey,2007;Jacobs,Franke,Carpenter,Levi,& Battey,2007; Sfard & Kieran,2001; Silver & Stein,1996).During the past 20 years,researchers investigating cognitively guided instruction have worked with teachers,sharing research
about the development of students’ mathematical thinking and studying teachers’ use of that information.These researchers have found that teachers readily begin asking
students open-ended questions after the students have solved a problem (e.g.,“How did you solve that problem?”) and can elicit an initial student explanation.Teachers find it more difficult,however,to follow up on student explanations and pursue students’ thinking in ways that support students as they try to detail their strategies
or connect with other students’ strategies (Franke,Fennema,Carpenter,Ansell,& Behrend,1998).Little research-based evidence exists to help teachers make the
transition from asking the initial question to pursuing student thinking.We know little about the details of teacher practice,specifically the kinds of questions a teacher asks when supporting students in making their thinking explicit.