Mathematics discussions by design: creating opportunities for purposeful participation.
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| Title: | Mathematics discussions by design: creating opportunities for purposeful participation. |
|---|---|
| Authors: | Henning, John1 henningj@ohio.edu, McKeny, Timothy1 mckeny@ohio.edu, Foley, Gregory1 foleyg@ohio.edu, Balong, Megan2 balong@uni.edu |
| Source: | Journal of Mathematics Teacher Education. Dec2012, Vol. 15 Issue 6, p453-479. 27p. 1 Diagram, 6 Charts. |
| Subject Terms: | *Mathematics education (Middle school), *Instructional systems design, *Mathematics teachers, *Instructional systems, *Teaching, Social interaction |
| Abstract: | The purpose of this study was to investigate the relationship between instructional design and classroom discourse as implemented by a mathematics teacher. The instructional design in this study distinguished three different types of discussions-framing, conceptual, and application-based on their sequential position, their purpose, the instructional task, and the associated assessment methods. Data included transcripts from nine videotaped class sessions from a US seventh-grade mathematics classroom during a unit on surface area and volume. The findings showed differences in the types of discourse interactions among the three types of discussions. By understanding the relationship between the instructional design and the discourse interactions associated with each discussion type, mathematics teachers may find opportunities to plan classroom discussions with higher quality interactions. In addition, teacher educators and mentor teachers can use the findings from this study to provide explicit assistance and feedback to prospective and newly inducted teachers who want to incorporate classroom discussion into their instructional units. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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: 83927820 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics discussions by design: creating opportunities for purposeful participation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Henning%2C+John%22">Henning, John</searchLink><relatesTo>1</relatesTo><i> henningj@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22McKeny%2C+Timothy%22">McKeny, Timothy</searchLink><relatesTo>1</relatesTo><i> mckeny@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Foley%2C+Gregory%22">Foley, Gregory</searchLink><relatesTo>1</relatesTo><i> foleyg@ohio.edu</i><br /><searchLink fieldCode="AR" term="%22Balong%2C+Megan%22">Balong, Megan</searchLink><relatesTo>2</relatesTo><i> balong@uni.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Dec2012, Vol. 15 Issue 6, p453-479. 27p. 1 Diagram, 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education+%28Middle+school%29%22">Mathematics education (Middle school)</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to investigate the relationship between instructional design and classroom discourse as implemented by a mathematics teacher. The instructional design in this study distinguished three different types of discussions-framing, conceptual, and application-based on their sequential position, their purpose, the instructional task, and the associated assessment methods. Data included transcripts from nine videotaped class sessions from a US seventh-grade mathematics classroom during a unit on surface area and volume. The findings showed differences in the types of discourse interactions among the three types of discussions. By understanding the relationship between the instructional design and the discourse interactions associated with each discussion type, mathematics teachers may find opportunities to plan classroom discussions with higher quality interactions. In addition, teacher educators and mentor teachers can use the findings from this study to provide explicit assistance and feedback to prospective and newly inducted teachers who want to incorporate classroom discussion into their instructional units. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=83927820 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-012-9224-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 453 Subjects: – SubjectFull: Mathematics education (Middle school) Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Teaching Type: general – SubjectFull: Social interaction Type: general Titles: – TitleFull: Mathematics discussions by design: creating opportunities for purposeful participation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Henning, John – PersonEntity: Name: NameFull: McKeny, Timothy – PersonEntity: Name: NameFull: Foley, Gregory – PersonEntity: Name: NameFull: Balong, Megan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 15 – Type: issue Value: 6 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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