Anticipating Students' Reasoning and Planning Prompts in Structured Problem-Solving Lessons

Autor/inn/en	Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie
Titel	Anticipating Students' Reasoning and Planning Prompts in Structured Problem-Solving Lessons
Quelle	In: Mathematics Education Research Journal, 31 (2019) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vale, Colleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-018-0239-5
Schlagwörter	Mathematics Instruction; Teaching Methods; Problem Solving; Mathematical Concepts; Lesson Plans; Group Discussion; Algebra; Thinking Skills; Elementary School Teachers; Video Technology; Student Attitudes; Cues; Scaffolding (Teaching Technique); Learning Processes; Comparative Analysis; Communication Skills; Classroom Communication; Elementary School Students; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Lesson planning; Unterrichtsplanung; Gruppendiskussion; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Stichwort; Learning process; Lernprozess; Kommunikationsstil; Klassengespräch; Ausland
Abstract	Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01