Developing Noticing of Reasoning through Demonstration Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Bragg, Leicha A.; Vale, Colleen
Institution	Mathematics Education Research Group of Australasia
Titel	Developing Noticing of Reasoning through Demonstration Lessons [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Demonstrations (Educational); Recognition (Achievement); Observation; Faculty Development; Interviews; Thinking Skills; Mathematical Logic; Protocol Analysis; Protocol Materials; Student Behavior; Elementary School Teachers; Experimental Teaching; Demonstration Programs; Foreign Countries; Canada; Australia + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Soziale Anerkennung; Beobachtung; Interviewing; Interviewtechnik; Denkfähigkeit; Mathematical logics; Mathematische Logik; Unterrichtsprotokoll; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Experimentalunterricht; Experimentelle Pädagogik; Ausland; Kanada; Australien
Abstract	Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students' reasoning. We examined teachers' noticing of children's learning behaviours in one demonstration lesson of the "Mathematical Reasoning Professional Learning Research Program" (MRPLRP). The observations of teachers evident in the audio-taped post-lesson group interviews conducted at one school are reported in this paper. The teachers noticed that the children struggled to employ mathematical language to communicate their reasoning and expressed concern about gaps in children's understanding of key mathematical concepts. The teachers viewed limitations in language and mathematical conceptual understandings as a barrier to effective reasoning. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01