Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms

Autor/in	Selling, Sarah Kate
Titel	Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms
Quelle	In: Journal for Research in Mathematics Education, 47 (2016) 5, S.505 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Middle School Students; High School Students; Mathematics Education; Mathematics Instruction; Urban Schools; Mathematical Concepts; Mathematics Curriculum; Mathematical Applications; Secondary School Mathematics; Case Studies; Grade 6; Grade 10; Mathematics Activities; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Angewandte Mathematik; Innermathematische Anwendung; Case study; Fallstudie; Case Study; School year 06; 6. Schuljahr; Schuljahr 06; Kalifornien
Abstract	To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical practices explicit in classroom discourse. Analyses of 26 discussions from 3 mathematics classes revealed that teachers made mathematical practices explicit primarily after students had participated in them. I present a framework of 8 types of teacher moves that made mathematical practices explicit and argue that they did so without turning practices into prescriptions or reducing students' opportunities to engage in them. This suggests a need to expand conceptions of explicitness to promote access to mathematical practices. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01