Conceptualizing Micro-Adaptive Teaching Practices in Content-Specific Ways: Case Study on Fractions

Autor/inn/en	Prediger, Susanne; Quabeck, Kim; Erath, Kirstin
Titel	Conceptualizing Micro-Adaptive Teaching Practices in Content-Specific Ways: Case Study on Fractions
Quelle	In: Journal on Mathematics Education, 13 (2022) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Prediger, Susanne) ORCID (Erath, Kirstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Fractions; Mathematics Instruction; Teacher Student Relationship; Course Content; Student Attitudes; Faculty Development; Case Studies; Video Technology; Middle School Students; Small Group Instruction; Comparative Analysis; Goal Orientation; Learning Processes; Classroom Communication; Mathematical Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursprogramm; Schülerverhalten; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Klassengespräch; Concept learning; Begriffsbildung
Abstract	Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students' content-specific learning pathways. In this paper, we present an analytic approach to disentangle the learning content into its components and to capture the content-specific adaptivity in teaching practices with respect to teachers' student focus and goal focus. For this, adaptive teaching is conceptualized as teachers' targeted steering trajectories navigating from students' initial ideas towards the content goals. In a case study with video data from 19 middle school small-group sessions on comparing fractions in context problems, we show how the adaptivity of the teaching practices can differ with respect to student focus and goal focus even when the same teacher moves are used. This calls for extending professional development programs that combine working on teacher moves with unpacking content goals. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01