Adaptive Teaching in Mathematics: A Review of the Literature

Autor/inn/en	Gallagher, Melissa A.; Parsons, Seth A.; Vaughn, Margaret
Titel	Adaptive Teaching in Mathematics: A Review of the Literature
Quelle	In: Educational Review, 74 (2022) 2, S.298-320 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, Melissa A.) ORCID (Parsons, Seth A.) ORCID (Vaughn, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2020.1722065
Schlagwörter	Teaching Methods; Research Reports; Mathematics Instruction; Metacognition; Teacher Student Relationship; Learning Processes; Classroom Communication; Classroom Techniques; Student Needs; Teacher Role; Reflective Teaching; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Klassengespräch; Klassenführung; Lehrerrolle
Abstract	Supporting students' mathematical proficiency requires teachers to continuously adapt their instruction in response to their students' instructional needs. To explore what it means to be an adaptive teacher, we conducted a literature review spanning from 1975-2014 of adaptive teaching in mathematics. Using 24 search terms in three databases, we identified 19 articles that met our inclusion criteria. Findings reiterated findings of a previous literature review regarding the importance of: (a) a stimulus, or something to which the teacher must attend; (b) teacher metacognition and reflection, or interpretation and analysis; and (c) teacher action, or response. Additional findings highlighted the importance in mathematics education research to look closely at: (a) how curricula can serve as stimuli aiding adaptive teaching practices; (b) the idea that the teacher reflects directly on the student stimuli, the learning trajectory, or her own actions; and (c) additional teacher responses, including orchestrating classroom discourse, modifying curricular materials, or selecting teaching aids. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01