Relationships between students' learning and their participation during enactment of middle school algebra tasks.

Autor/inn/en	Otten, Samuel; Soria, Victor M.
Titel	Relationships between students' learning and their participation during enactment of middle school algebra tasks.
Quelle	In: ZDM : mathematics education, 46 (2014) 5, S. 815-827 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0572-4
Schlagwörter	Algebra; Curriculum; Mathematikunterricht; Unterrichtsgespräch; Middle School; Unterrichtsgespräch; Curriculum; Algebra; Mathematikunterricht
Abstract	This study examines a sequence of four middle school algebra tasks through their enactment in three teachers' classrooms. The analysis centers on the cognitive demand - the kinds of thinking processes entailed in solving the task - and the participatory demand - the kinds of verbal contributions expected of students - of the task as written in the instructional materials, as set up by the three teachers, and as discussed by the teachers and their students. Relationships between the nature of the task enactments and students' performance on a pre- and post-test are explored. Findings include the fact that the enacted tasks differed from the written tasks with regard to both the cognitive demand and the participatory demand, which related to students' lack of success on the post-test. Specifically, cognitive demand declined in the enacted curriculum at different points for different classes, and the participatory demand during enactment tended to involve isolated mathematical terms rather than students verbally expressing mathematical relations.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3