Using an Experimental Framework of Key Elements to Parse One-to-One, Targeted Intervention Teaching in Whole-Number Arithmetic [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Tran, Thi L.; Wright, Robert J.
Titel	Using an Experimental Framework of Key Elements to Parse One-to-One, Targeted Intervention Teaching in Whole-Number Arithmetic [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Mathematics Instruction; Elementary School Mathematics; Elementary School Students; Grade 3; Grade 4; Teaching Methods; Problem Solving; Intervention; Teacher Behavior; Interaction; Elementary School Teachers; Feedback (Response); Individualized Instruction + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Teacher behaviour; Lehrerverhalten; Interaktion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht
Abstract	This report focuses on key elements of teaching occurring during intensive, one-to-one instruction with 3rd- and 4th-graders. The study involves six cases in all, each consisting of video records of up to eight lessons, each of 30-45 minutes' duration, resulting in the analysis of about 33 hours of video data. A resulting framework of four stages of analysis of one-to-one teaching is presented and the stage 'During solving a task' is elaborated according to students' responses: correct, partly correct, incorrect, and no response. Three subcategories pertaining to an incorrect response are described and two are exemplified via cases drawn from the data. The cases exemplify how the framework can be applied to analyse or inform intervention instruction and highlight its theoretical and practical importance. [For the complete proceedings, see ED597799.] (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