Shane Patrick A.

Panilag XII – STEM 2

“Student-Teacher Relationship and Mathematical Thinking and Learning”

Student-Teacher Relationship, Gilani, R., & Motaghi, M. (2019). The findings of this study

showed that their relation between students’ social skills and relationships with their teachers,

hence by increasing students’ social skill training it can avoid disorder and help in their health

education. Escobar, A. M. (2019). Results indicated that students improved their reading

comprehension skills through reading strategies, and collaborative learning while in-class;

however, test scores did not change. Duyar, I., Mina, K. D., & Owoh, J. S. (2019) Findings

showed that there were similarities and differences between the relationships of study variables

in two schooling systems. Findings identified similar and different relationship patters between

the study variables in these two distinct school settings. Findings also showed relationship

patterns differed for lower and higher achieving student groups in each schooling system.

Student-Teacher Relationship, Gustems-Carnicer, J., Calderon, C., Batalla-Flores, A., &

Esteban-Bara, F. (2019). The results show that the students had a good general level of

psychological well-being, although with little personal growth and autonomy. Their level of

stress meant that they could offer active, engaged responses, although the coping strategies that

were used tended to be avoidance type, which could lead to certain adaptive difficulties. Our

results also indicate that coping has a partial mediating role. Prewett, S. L., Bergin, D. A., &

Huang, F. L. (2019). Analyses revealed that teachers' student relationship perceptions positively

predicted their students' perceptions and the students' reports of their mathematics interest and

self-efficacy positively predicted teacher relationships. Verhulp, E. E., Stevens, G. W., Thijs, J.,

Pels, T. V., & Vollebergh, W. A. (2019). Results showed that only Moroccan Dutch adolescents

reported considerably less informal help from their teachers for their internalizing problems than
native Dutch adolescents, whereas Turkish Dutch and Surinamese Dutch adolescents were not

found to differ from native Dutch adolescents. Teacher–student relationship quality and teacher-

reported internalizing problems could not explain the differences in informal help between

Moroccan Dutch and Dutch adolescents.

Mathematical Thinking and Learning, Barzel, B., Ball, L., & Klinger, M. (2019). In the context

of solving quadratic equations, use of apps in an informal way to learn how to solve not only

touches on learning issues in the field of algebra, but also aspects of students’ self-regulation

and the use of technology. These different aspects are discussed in the theoretical background

and are used to guide our methodological approach to analyze different CAS-integrated

learning apps. LaRochelle, R., Lamb, L. C., Philipp, R. A., Nickerson, S. D., Hawthorne, C., &

Ross, D. L. (2019). Quantitative results indicated that the majority of teachers in our study

provided evidence that they could attend to the mathematical details of students' thinking.

However, the practicing secondary school teachers provided less evidence of interpreting

students' understandings, and even less of deciding how to respond to students based on those

understandings. Kim, H. J. (2019). Although teachers’ enactment of innovative curriculum

materials in class naturally creates opportunities for them to learn about the mathematical

content as well as their students’ mathematical thinking, these findings discuss precisely how

to promote teacher learning and improvement of teaching practices using formative assessment

strategies guided by curriculum materials.

Mathematical Thinking and Learning, Stockero, S. L., Leatham, K. R., Ochieng, M. A., Van

Zoest, L. R., & Peterson, B. E. (2019). The potential of each orientation to support the

development of the practice of productively using student mathematical thinking was classified

by considering each orientation’s relationship to three frameworks related to recognizing and

leveraging high-potential instances of student mathematical thinking. . Ketterlin-Geller, L. R.,

Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Results from diagnostic assessments are

intended to inform teachers’ instructional design and delivery decisions to support the learning

needs of struggling students. Diagnostic assessments should yield results that precisely identify

the knowledge and skills for which individual students need intervention. Such information can

help teachers identify students’ prior knowledge and skills, determine students’ misconceptions

and errors, and isolate gaps in students’ understanding within a domain. English, L. D. (2019). In

contrast, studies of teachers’ knowledge of their students’ thinking as they engage in

mathematical problem-posing and their capabilities in posing problems have been limited.

Because research on teachers’ problem posing has not been prolific, the current articles raise

more issues and questions than they can answer.

Mathematical Thinking and Learning, Mustafa, S., & Sari, V. (2019) Based on the results of

research and discussion it is concluded that the student’s ability to think have sequences in the

activities of mathematical thinking with the application of mathematical problems-based learning

model. Xu, B., Cai, J., Liu, Q., & Hwang, S. (2019). We found that students in higher grades

were more likely than those in lower grades to pose problems that involved functional

relationships in both posing task situations. A posed problem involves a functional relationship

when a mathematical function is the basis of the problem. We also found a mismatch between

the problems that the students generated and those that their teachers predicted they would pose.

Compared to the actual problems posed by the students, the problems predicted by the teachers

were more likely to involve functional relationships about the pattern and less likely to involve a

particular term in the pattern. Copur-Gencturk, Y., Plowman, D., & Bai, H. (2019). The results

showed that a focus on curricular content knowledge and examining students’ work were
significantly related to teachers’ learning. Implications for research and teacher education are

discussed.

References:
Copur-Gencturk, Y., Plowman, D., & Bai, H. (2019). Mathematics Teachers’ Learning:
Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth. American
Educational Research Journal, 0002831218820033.
LaRochelle, R., Lamb, L. C., Philipp, R. A., Nickerson, S. D., Hawthorne, C., & Ross, D. L.
(2019). Secondary Practising Teachers' Professional Noticing of Students' Thinking About
Pattern Generalisation. Mathematics Teacher Education & Development, 21(1).
Barzel, B., Ball, L., & Klinger, M. (2019). Students’ Self-Awareness of Their Mathematical
Thinking: Can Self-Assessment Be Supported Through CAS-Integrated Learning Apps on
Smartphones? In Technology in Mathematics Teaching (pp. 75-91). Springer, Cham.
Duyar, I., Mina, K. D., & Owoh, J. S. (2019). Promoting Student Creative Problem-Solving
Skills: Do Principal Instructional Leadership and Teacher Creative Practices Matter?
In Vocational Identity and Career Construction in Education (pp. 78-99). IGI Global.
English, L. D. (2019). Teaching and learning through mathematical problem posing:
commentary. International Journal of Educational Research.
Escobar, A. M. (2019). Affecting Reading Comprehension through ICTs in Question-Answer
Relationship in EFL classroom. Revista Electrónica TicALS, 1(5), 71-117.
Gilani, R., & Motaghi, M. (2019). The relationship between social skills and misconduct with
their teachers in high school students in the City Aligudarz 2018. International journal of
adolescent medicine and health.
Gustems-Carnicer, J., Calderon, C., Batalla-Flores, A., & Esteban-Bara, F. (2019). Role of
coping responses in the relationship between perceived stress and psychological well-being in a
sample of Spanish educational teacher students. Psychological reports, 122(2), 380-397.
Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Considerations for
Using Mathematical Learning Progressions to Design Diagnostic Assessments. Measurement:
Interdisciplinary Research and Perspectives, 17(1), 1-22.
Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Considerations for
Using Mathematical Learning Progressions to Design Diagnostic Assessments. Measurement:
Interdisciplinary Research and Perspectives, 17(1), 1-22.
Kim, H. J. (2019). Teacher learning opportunities provided by implementing formative
assessment lessons: Becoming responsive to student mathematical thinking. International
journal of science and mathematics education, 17(2), 341-363.
Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-
teacher relationship quality: A middle school perspective. School Psychology
International, 40(1), 66-87.
Stockero, S. L., Leatham, K. R., Ochieng, M. A., Van Zoest, L. R., & Peterson, B. E. (2019).
Teachers’ orientations toward using student mathematical thinking as a resource during whole-
class discussion. Journal of Mathematics Teacher Education, 1-31.
Verhulp, E. E., Stevens, G. W., Thijs, J., Pels, T. V., & Vollebergh, W. A. (2019). Ethnic
Differences in Teacher–Student Relationship Quality and Associations with Teachers’ Informal
Help for Adolescents’ Internalizing Problems. Journal of Emotional and Behavioral
Disorders, 27(2), 101-109.
Xu, B., Cai, J., Liu, Q., & Hwang, S. (2019). Teachers’ predictions of students’ mathematical
thinking related to problem posing. International Journal of Educational Research.