WHEN WHOLE-CLASS DISCOURSE PREDICTS POOR LEARNING OUTCOMES: AN EXAMINATION OF 47 SECONDARY ALGEBRA CLASSES.
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| Title: | WHEN WHOLE-CLASS DISCOURSE PREDICTS POOR LEARNING OUTCOMES: AN EXAMINATION OF 47 SECONDARY ALGEBRA CLASSES. |
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| Authors: | Otten, Samuel1 ottensa@missouri.edu, Ze Wang2 zewang@gmail.com, de Araujo, Zandra3 zdearaujo@coe.ufl.edu, Ellis, Ruby L.4 rellis7@ncsu.edu |
| Source: | Conference Papers -- Psychology of Mathematics & Education of North America. 2023, p1007-1011. 4p. |
| Subject Terms: | *Mathematics education, *Educational psychology, *Student engagement, *Mathematics teachers, *Classroom activities |
| Abstract: | We observed lessons and collected student pre- and post-test data from 47 algebra classes in a variety of school districts. To our surprise, we found that time spent in whole-class discourse was negatively correlated with students' learning gains, both on a procedural knowledge measure and a conceptual measure. In looking more closely at some of the quality indicators of the whole-class discourse, such as the presence of mathematical justifications and the integration of multiple representations, analysis still revealed no positive relationship with student learning gains. We discuss whether these results may be related to the lack of ambitious instruction in the data set, the tendency of students to disengage when whole-class discourse is occurring, or the possibility that the whole-class discourse is happening too early in the lesson. [ABSTRACT FROM AUTHOR] |
| Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174191265 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 1007 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Classroom activities Type: general Titles: – TitleFull: WHEN WHOLE-CLASS DISCOURSE PREDICTS POOR LEARNING OUTCOMES: AN EXAMINATION OF 47 SECONDARY ALGEBRA CLASSES. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Otten, Samuel – PersonEntity: Name: NameFull: Ze Wang – PersonEntity: Name: NameFull: de Araujo, Zandra – PersonEntity: Name: NameFull: Ellis, Ruby L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2023 Type: published Y: 2023 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
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