Teaching as Assisting Individual Constructive Paths within an Interdependent Class Learning Zone: Japanese First Graders Learning to Add Using 10

Autor/inn/en	Murata, Aki; Fuson, Karen
Titel	Teaching as Assisting Individual Constructive Paths within an Interdependent Class Learning Zone: Japanese First Graders Learning to Add Using 10
Quelle	In: Journal for Research in Mathematics Education, 37 (2006) 5, S.421-456 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Teaching Methods; Grade 1; Computer Assisted Instruction; Asian Culture; Foreign Countries; Learning Activities; Case Studies; Arithmetic; Subtraction; Numbers; Computation; Elementary Education; Japan; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Computer based training; Computerunterstützter Unterricht; Ausland; Lernaktivität; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion; Zahlenraum; Elementarunterricht; USA
Abstract	The framework of Tharp and Gallimore (1988) was adapted to form a ZPD (Zone of Proximal Development) Model of Mathematical Proficiency that identifies two interacting kinds of learning activities: instructional conversations that assist understanding and practice that develops fluency. A Class Learning Path was conceptualized as a classroom path that includes a small number of different learning paths followed by students, and it permits a teacher to provide assistance to students at their own levels. A case study illustrates this model by describing how one teacher in a Japanese Grade 1 classroom assisted student learning of addition with teen totals by valuing students' informal knowledge and individual approaches, bridging the distance between their existing knowledge and the new culturally valued method, and giving carefully structured practice. The teacher decreased assistance over time but increased it for transitions to new problem types and for students who needed it. Students interacted, influenced/supported one another, and moved forward along their own learning paths within the Class Learning Path. (Contains 4 figures, 3 tables and 4 footnotes.) (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10