The Role of Appropriation in Guided Reinvention: Establishing and Preserving Devolved Authority with Low-Attaining Students

Autor/inn/en	Solomon, Yvette; Hough, Susan; Gough, Stephen
Titel	The Role of Appropriation in Guided Reinvention: Establishing and Preserving Devolved Authority with Low-Attaining Students
Quelle	In: Educational Studies in Mathematics, 106 (2021) 2, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Solomon, Yvette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09998-5
Schlagwörter	Low Achievement; Mathematics Education; Mathematics Instruction; Power Structure; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Realistic Mathematics Education (RME) relies on the pedagogy of guided reinvention, in which opportunities for learning are created through the teacher's orchestration of whole-class mathematical discussion towards a specific goal. However, introducing an RME approach to students who are accustomed to traditional teaching requires a substantial shift in roles, particularly with respect to the devolution of authority from teacher to student. In this study, we worked with low-attaining students, implementing RME to improve understanding of fractions. The analysis highlights how the introduction of guided reinvention is supported by extended wait time and teacher neutrality, but also by teachers' appropriation of student strategies as a basis for supporting shared authority in the joint construction of mathematical ideas. The article considers the relationship between guided reinvention, appropriation and student agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01