Teaching to support students' sense-making is challenging. It requires continuous, context-dependent decision-making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or close down student sense-making while facilitating whole-class discussions. We analyzed video recordings of (1) Nadine's classroom teaching over the course of two instructional units, (2) classroom moments tagged by Nadine or researchers in the midst of her teaching capturing her rationales for instructional decisions, and (3) interviews about those tagged moments. Using constant-comparative analytic methods, we identified three dimensions of criteria that Nadine considered in her decisions about whether to pursue student ideas: (1) disciplinary potential, (2) potential for fostering the classroom community, and (3) curricular considerations. We present four episodes that feature Nadine's reasoning, two in which she intentionally made space for student sense-making and two in which she intentionally closed down lines of student reasoning. Regardless of the decision, the criteria Nadine considered were sometimes aligned, supporting a straightforward decision, and other times created tensions. Across four episodes, we show how Nadine navigated multidimensional criteria; considered students' long-term trajectories; and considered for whom pursuing sense-making would be beneficial. We argue that these navigational considerations might serve as focal points as teachers, researchers, and professional learning facilitators make sense of teachers' instructional decisions as they occur during instruction and that leveraging them to open opportunities for discourse with teachers can support complex teaching practices.

中文翻译：

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有哪些想法、何时以及为什么？经验丰富的教师关于促进学生意义建构讨论的即时教学推理

支持学生意义建构的教学具有挑战性。它需要根据具体情况做出持续的决策，决定学生要追求哪些想法、何时、如何以及为什么。本文提出了一位经验丰富的教师纳丁的单个案例研究作为说明性案例，以便丰富地描述这位教师的决策事件。具体来说，我们描述了纳丁的教学推理，即在促进全班讨论的同时为学生的意义建构腾出空间或关闭的决定。我们分析了以下内容的视频记录：(1) 纳丁在两个教学单元中的课堂教学，(2) 纳丁或研究人员在教学过程中标记的课堂时刻，捕捉她做出教学决策的理由，以及 (3) 对标记者的采访时刻。使用持续比较分析方法，我们确定了纳丁在决定是否追求学生想法时考虑的标准的三个维度：（1）学科潜力，（2）培养课堂社区的潜力，以及（3）课程考虑因素。我们呈现了以纳丁的推理为特色的四集，其中两集她故意为学生的意义建构留出空间，另外两集她故意封闭了学生的推理路线。无论做出什么决定，纳丁考虑的标准有时是一致的，支持直接的决定，而有时会造成紧张。通过四集，我们展示了纳丁如何驾驭多维标准；考虑学生的长期发展轨迹；并考虑对谁来说追求意义建构是有益的。我们认为，这些导航考虑因素可能会成为教师、研究人员和专业学习辅导员理解教师在教学过程中做出的教学决策的焦点，并利用这些决策为与教师进行对话提供机会，从而支持复杂的教学实践。