WHEN WHOLE-CLASS DISCOURSE PREDICTS POOR LEARNING OUTCOMES: AN EXAMINATION OF 47 SECONDARY ALGEBRA CLASSES.

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Bibliographic Details
Title:	WHEN WHOLE-CLASS DISCOURSE PREDICTS POOR LEARNING OUTCOMES: AN EXAMINATION OF 47 SECONDARY ALGEBRA CLASSES.
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]
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Database:	Education Research Complete

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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]