Exploring Teachers' Responsiveness to Children's Fraction Thinking and Relationships to Fraction Achievement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Empson, Susan B.; Jacobs, Victoria R.
Titel	Exploring Teachers' Responsiveness to Children's Fraction Thinking and Relationships to Fraction Achievement [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Fractions; Thinking Skills; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Faculty Development; Elementary School Students; Mathematics Achievement; Correlation; Teacher Competencies; Expertise; Questioning Techniques; Attention; Word Problems (Mathematics) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Denkfähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Lehrkunst; Expert appraisal; Befragungstechnik; Fragetechnik; Aufmerksamkeit; Textaufgabe
Abstract	Identifying components of teaching that make a difference in children's learning is an ongoing challenge in our field. Focusing on teaching that is responsive to children's fraction thinking, we decomposed responsiveness into the instructional practices of questioning to support and extend children's thinking, noticing children's thinking, and anticipating children's thinking. We worked with 49 teachers in grades 3-5 in multiyear professional development and assessed their expertise in each of the practices. We also assessed their students' fraction achievement at the beginning and end of the school year. Correlational analyses revealed significant moderate relationships among teachers' expertise in the three practices, and a multilevel regression analysis revealed significant positive relationships for both expertise in teacher questioning and years of professional development with children's fraction achievement. [For the complete proceedings, see ED630060.] (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