Tiering Instruction on Speed for Middle School Students [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Hackenberg, Amy J.; Aydeniz, Fetiye; Matyska, Robert
Titel	Tiering Instruction on Speed for Middle School Students [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 7; Mathematics Instruction; Individualized Instruction; Student Diversity; Mathematical Logic; Mathematical Concepts; Homogeneous Grouping; Logical Thinking; Middle School Students; Numbers; Knowledge Level; Algebra; Multiplication; Teaching Methods; Time; Freehand Drawing + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Mathematics lessons; Mathematikunterricht; Individualisierender Unterricht; Mathematical logics; Mathematische Logik; Homogene Gruppierung; Niveaugruppierung; Streaming; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zahlenraum; Wissensbasis; Multiplikation; Teaching method; Lehrmethode; Unterrichtsmethode; Zeit; Drawing; Zeichnen
Abstract	A design experiment with 18 students in a regular seventh grade math class was conducted to investigate how to differentiate instruction for students' diverse ways of thinking during a 26-day unit on proportional reasoning. The class included students operating with three different multiplicative concepts that have been found to influence rational number knowledge and algebraic reasoning. The researchers and classroom teacher tiered instruction during a 5-day segment of the unit in which students worked on problems involving speed. Students were grouped relatively homogenously by multiplicative concept and experienced different number choices. Students operating at each multiplicative concept demonstrated evidence of learning, but all did not learn the same thing. We view this study as a step in supporting equitable approaches to students' diverse ways of thinking, an aspect of classroom diversity. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01