Profiles of Responsiveness in Middle Grades Mathematics Classrooms [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Bishop, Jessica Pierson; Hardison, Hamilton; Przybyla-Kuchek, Julia
Titel	Profiles of Responsiveness in Middle Grades Mathematics Classrooms [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Active Learning; Aptitude Treatment Interaction; Classroom Communication; Discourse Communities; Discussion (Teaching Technique); Mathematics Activities; Educational Practices; Grade 5; Grade 6; Grade 7; Student Reaction; Teaching Methods; Teaching Models; Incidence; Profiles; Classroom Techniques; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Aktives Lernen; Klassengespräch; Bildungspraxis; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schülerkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Vorkommen; Charakterisierung; Profilanalyse; Klassenführung; Unterrichtserfolg
Abstract	In this paper we consider how mathematics instruction that values, attends to, and builds on students' mathematical ideas is realized through discourse. We describe interactions that build on students' thinking and in which students help to determine the direction of mathematics lessons as responsive. Using a framework we developed to characterize the responsiveness of mathematics interactions, we report the variation in responsiveness across seven middle grades classrooms by describing (a) students' mathematical contributions, (b) the moves teachers enact in response to these contributions, and (c) how these two components interact. We found that there are multiple ways to be responsive to student thinking. [For the complete proceedings, see ED583608.] (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	2020/1/01