Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course

Autor/inn/en	Morrone, Anastasia Steffen; Harkness, Shelly S.; D'Ambrosio, Beatriz; Caulfield, Richard
Titel	Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course
Quelle	In: Educational Studies in Mathematics, 56 (2004) 1, S.19-38 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1023/B:EDUC.0000028401.51537.a5
Schlagwörter	Group Discussion; Elementary Education; Constructivism (Learning); Social Influences; College Mathematics; Mathematics Instruction; Problem Solving; Course Evaluation; Scaffolding (Teaching Technique); Mastery Learning; Thinking Skills; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Gruppendiskussion; Elementarunterricht; Sozialer Einfluss; Mathematics lessons; Mathematikunterricht; Problemlösen; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung
Abstract	Elementary education students enrolled in an experimental mathematics course participated in this study. The course is taught using a social constructivist approach and is designed to improve students' mathematical problem-solving ability and deepen their understanding of mathematics. The research question for the present study is as follows: In what ways does the instructional discourse in a social constructivist college mathematics course influence the perception of mastery goals in the classroom? To determine the extent to which students perceived their classroom to be mastery goal focused, we matched anonymous student comments from end-of-semester course evaluations with items from the Patterns of Adaptive Learning Scales (PALS). Every class session was videotaped and transcribed, with an emphasis on instructor statements during whole group discussion. The transcripts were analyzed using the Observing Patterns of Adaptive Learning (OPAL) instrument. The present study suggests that social constructivist teacher practices promote mastery goals through instructional discourse that supports students as they move toward higher-order mathematical thinking. Specifically, the results suggest that this was realized through the instructional discourse pattern of scaffolding, pressing for understanding and higher-order-thinking. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10