Taylan, Rukiye Didem2019-02-212019-02-212015Taylan, R.D. (2015). Characterizing a highly-accomplished teacher’s instructional actions in re- sponse to students’ mathematical thinking. Konrad Krainer; Nada Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.3136-3142, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education.https://hdl.handle.net/20.500.11779/442https://hal.archives-ouvertes.fr/hal-01289818This paper is part of a larger study which investigates how a highly-accomplished teacher and two beginning teachers notice student thinking and respond to stu- dents’ mathematical thinking as they teach concepts of multiplication and division in a third-grade classroom. The focus of this paper is on describing highly-accom- plished teacher’s instructional actions in response to student thinking which are different than that of the beginning teachers. The participant teachers’ instruc- tional actions were analysed utilizing a framework de- veloped by Cengiz, Kline and Grant (2011). The results revealed that the highly-accomplished teacher chal- lenged student thinking with counter arguments and introduced alternative representations more frequently, but complimented students less frequently than the be- ginning teachers.eninfo:eu-repo/semantics/openAccessInstructional actionsResponding to students’ mathematical thinkingConference ObjectN/AN/A31423136WOS:000466853904066